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The NCTM suggests that math programs should integrate “ the use of mathematical tools and technology as essential resources to help students learn and make sense of mathematical ideas, reason mathematically, and communicate their mathematical thinking. ” However, this needs to be more than the integration of technology for its own sake.
17 paź 2018 · If we believe that students of mathematics need opportunities for discussing math, creating and connecting visuals, analyzing models, discovering patterns, and making generalizations, the technology that we introduce into our classrooms should match those values.
12 maj 2018 · Results suggest that researchers and educators should consider grade level, duration, and the instructional role of technology as key components when incorporating technology in the...
21 lis 2023 · Still, their integration into classroom teaching and learning varies enormously. In this narrative overview, we focus on the different purposes for which DTs are used in mathematics education in order to study how the effectiveness of DTs depends on researchers’ underlying goals and perspectives.
10 lip 2024 · Their paper provides three emblematic examples to illustrate various forms of mathematics teachers’ collaboration: (1) a school-based collaborative lesson study in Japan that relies on iterative teacher processes of planning, teaching, lesson observation, and post-lesson discussion and reflection; (2) collaborative teacher projects in England ...
11 cze 2020 · MathAid contains a theoretical part that introduces students to the selected mathematical concepts, concrete examples of the studied phenomenon, associated learning tasks with solutions, and pertinent hints that guide students to the solution of selected tasks.
Available Technology Tools in Mathematics Education. Technology use is one of the ways to provide effective instruction for students (Unluol-Unal & Akcay, 2015), and we should prepare our future teachers for which technologies are available for them to use in their future classroom.
