Principles of Effective Pedagogy within the Context of Connected Classroom Technology

Author:

Pape Stephen J.1,Irving Karen E.2,Bell Clare V.3,Shirley Melissa L.4,Owens Douglas T.2,Owens Sharilyn5,Bostic Jonathan D.1,Lee Soon Chun2

Affiliation:

1. University of Florida, USA

2. The Ohio State University, USA

3. University of Missouri-Kansas City, USA

4. University of Louisville, USA

5. Appalachian State University, USA

Abstract

Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to understanding. We theorize four principles of effective mathematics instruction incorporating CCT based on examination of teachers’ use of CCT within their Algebra I classrooms across four years. Effective implementation of CCT is dependent upon (1) the creation and implementation of mathematical tasks that support examination of patterns leading to generalizations and conceptual development; (2) classroom interactions that focus mathematical thinking within students and the collective class; (3) formative assessment leading to teachers’ and students’ increased knowledge of students’ present understandings; and (4) sustained engagement in mathematical thinking. Each of these principles is discussed in term of its implications for teacher knowledge.

Publisher

IGI Global

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4. Ball, D. (1991a). Research on teaching mathematics: Making subject matter knowledge part of the equation. In J. Brophy (Ed.), Advances in research on teaching, Vol. 2: Teachers’ subject-matter knowledge (pp. 1-48). Greenwich, CT: JAI Press.

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Preparing Teachers to Implement Technology;K-12 STEM Education;2018

2. Preparing Teachers to Implement Technology;Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age;2016

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