Designing Mathematical Learning Environments for Teachers

Autor/in	Madden, Sandra R.
Titel	Designing Mathematical Learning Environments for Teachers
Quelle	In: Mathematics Teacher, 104 (2010) 4, S.274-282 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Secondary School Mathematics; Curriculum Development; Graduate Students; Mathematics Teachers; Mathematics Education; Teaching Methods; Computer Uses in Education; Educational Technology; Inservice Teacher Education; Scaffolding (Teaching Technique); Learning Activities; Faculty Development; Technology Uses in Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Unterrichtsmedien; Lehrerfortbildung; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Technology use in mathematics often involves either exploratory or expressive modeling. When using exploratory models, students use technology to investigate a premade expert model of some phenomena. When creating expressive models, students have greater flexibility for constructing their own model for investigation using objects and mechanisms available to them in the technological environment. The author's recent work in planning learning experiences for preservice and in-service teachers has lead to the development of a curriculum design principle she calls "dynamic technology scaffolding". Dynamic technology scaffolding (DTS) involves constructing mathematical tasks with three distinct levels of technological engagement. The author describes classroom tasks that were constructed or adapted for use with graduate students in a course focusing on recent developments in secondary school mathematics education, especially the use of interactive technological tools for exploring mathematical relationships. She presents three examples of the use of dynamic technology scaffolding in this course. The appendix contains additional technological support and mathematical explanations. (Contains 10 figures.) (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