The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
http://link.springer.com/article/10.1007/s10639-018-9696-4/fulltext.html
Reference58 articles.
1. Bakker, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2015). Effects of playing mathematics computer games on primary school students' multiplicative reasoning ability. Contemporary Educational Psychology, 40, 55–71.
2. Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle kompetenz von lehrkräften [Teachers’ professional competence]. Zeitschrift für Erziehungswissenschaft, 9, 469–520. https://doi.org/10.1007/s11618-006-0165-2 .
3. Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter et al. (eds.), Cognitive activation in the mathematics classroom and professional competence of teachers, mathematics teacher education 8 (pp. 25–48). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-5149-5_2 .
4. Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1), 31–56.
5. Bouck, E. C., Joshi, G. S., & Johnson, L. (2013). Examining calculator use among students with and without disabilities educated with different mathematical curricula. Educational Studies in Mathematics, 83(3), 369–385.
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