Tech-Knowledgy & Diverse Learners

Autor/in	Suh, Jennifer M.
Titel	Tech-Knowledgy & Diverse Learners
Quelle	In: Mathematics Teaching in the Middle School, 15 (2010) 8, S.440-447 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Special Needs Students; Mathematics Education; Computer Uses in Education; Teaching Methods; Educational Technology; Thinking Skills; English (Second Language); Middle School Students; Secondary School Mathematics; Special Education; Student Diversity; Mathematical Concepts; Cognitive Processes + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Mathematische Bildung; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Special needs education; Sonderpädagogik; Sonderschulwesen; Cognitive process; Kognitiver Prozess
Abstract	"Cognitive" technology tools have been described as "technologies that help transcend the limitation of the mind... in thinking, learning and problem solving activities" (Pea 1985, p. 168). These tools also respond to a user's commands and make mathematical actions more overtly apparent (Zbiek et al. 2007). By definition, these cognitive mathematical tech tools are not simply the traditional remedial drill-and-practice computer programs. Users of these tools have the capability to graph, model, compute, visualize, simulate, and manipulate, which "amplify" mathematical properties and concepts. These cognitive technology tools have the potential to broaden the representational tools that are available to teachers and students. To leverage cognitive tech tools for mathematics teaching and learning, teachers must consider the needs of diverse learners and be equipped to support their learning difficulties by taking advantage of this technology. Most important, teachers must have "tech-knowledgy": the knowledge necessary to use cognitive tech tools effectively to construct mathematical knowledge, evaluate the mathematical opportunities presented, and design learning tasks with these tools that amplify the mathematics. Ways to leverage technology by integrating cognitive tech tools to promote critical thinking and problem will be described in this article, as well as examples of how they have been used. These tools play a pivotal role in the classroom by enhancing math for special needs learners and other diverse learners. (Contains 1 table, 3 figures, and 9 online resources.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10