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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.
teachers integrate technology into their mathematics instruction. The model describes five levels of TPACK: Recognizing (Level 1), Accepting (2), Adapting (3), Exploring (4), and
17 paź 2018 · In order to create technology-infused experiences that support active mathematics learning, educators must of course have pedagogical content knowledge (PCK)—an understanding of best practices specific to mathematics.
18 lut 2022 · During their internship, TCs are learning how to teach, still learning about mathematical/pedagogical technology as a tool, growing in the implementation of effective teaching strategies, and when/how to teach mathematical concepts with purposeful technology integration, all concurrently.
18 lis 2023 · With the increase in the use of technology, Borba et al., (2016, 2023) summarised five different phases in the utilisation of digital technology in mathematics education, documenting different ways that digital media influence mathematics education.
11 cze 2020 · The integration of technology into mathematics education has been found to be related to three critical factors; the design of technology, learning activities and tasks; the role of the teacher; and the educational context (Drijvers, Citation 2013). The teacher has to orchestrate learning, for example by synthesizing the results of technology ...
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.
