International Society for Technology in Education.

The World's a Stage@@@Structure and Insight: A Theory of Mathematics Education

/pdf/review-of-principles-to-actions-ensuring-mathematical-2na9nugf41.pdf

Review of Principles to Actions: Ensuring Mathematical Success for All

http://sttechnology.pbworks.com/w/file/fetch/67600623/Cheung_(2013)_The%20effectiveness%20of%20ed%20tech%20applications%20in%20K12%20classrooms.pdf

The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in classrooms. As a framework for the design of teacher education programs, the TPACK framework addresses the problem arising from overemphasis on technological knowledge in many ICT courses that are conducted in isolation from teachers' subject matter learning and pedagogical training. The present review we have conducted indicates that TPACK is a burgeoning area of research with more application in the North American region. Studies conducted to date employed varied and sophisticated research methods and they have yielded positive results in enhancing teachers' capability to integrate ICT for instructional practice. However, there are still many potential gaps that the TPACK framework could be employed to facilitate deeper change in education. In particular, we suggest more development and research of technological environments base on TPACK; study of students' learning conception with technology; and cross fertilization of TPACK with other theoretical frameworks related to the study of technology integration.

https://www.jstor.org/stable/jeductechsoci.16.2.31

A review of technological pedagogical content knowledge

This study investigated the ways in which the technological tool, The Geometer's Sketchpad, mediated the understandings that high school Honors Geometry students developed about geometric transformations by focusing on their uses of technological affordances and the ways in which they interpreted technological results in terms of figure and drawing. The researcher identified different purposes for which students used dragging and different purposes for which students used measures. These purposes appeared to be influenced by students' mathematical understandings that were reflected in how they reasoned about the physical representations, the types of abstractions they made, and the reactive or proactive strategies employed.

https://www.jstor.org/stable/info/30034955

The Role of a Dynamic Software Program for Geometry in the Strategies High School Mathematics Students Employ

Teaching and Learning Geometry with Technology

High school students’ understandings of geometric transformations in the context of a technological environment

Several organizations have highlighted the importance of preparing teachers to teach students mathematics using appropriate technology (e.g., Association of Mathematics Teacher Educators, 2006; International Society for Technology in Education, 2008). This article provides examples from teacher education materials that were developed using an approach that integrally develops teachers' understandings of content, technology, and pedagogy to prepare them to teach data analysis and probablity topics using specific technology tools.

/pdf/preparing-to-teach-mathematics-with-technology-an-integrated-1jhhus2owi.pdf

Preparing to Teach Mathematics With Technology: An Integrated Approach to Developing Technological Pedagogical Content Knowledge

While many studies describe the use of technology in the mathematics classroom, few explore the factors that influence teacher decisions around its use. The participants in this study were 21 early career secondary mathematics teachers who had completed an undergraduate mathematics teacher preparation program in the USA with a strong emphasis on the use of technology to teach mathematics. In this qualitative study, interview data were collected and analyzed with attention toward why teachers choose to use technology to teach mathematics, what tools they chose to use and why, as well as the general factors they consider when selecting particular technology tools. Findings indicate that one of the most important factors when deciding whether to use technology was how well it aligned with the goals of a lesson. The range of technology used spanned mathematical action tools, collaboration tools, assessment tools, and communication tools. When selecting particular tools teachers most heavily considered ease of use for both themselves and their students. These findings suggest that when considering how to infuse technology into teacher education programs we suggest that it is important to focus more broadly on types of tools, ways teachers can position them, and how particular activities align with specific mathematics learning objectives.

Karen Hollebrands

Papers

The Role of a Dynamic Software Program for Geometry in the Strategies High School Mathematics Students Employ

Teaching and Learning Geometry with Technology

High school students’ understandings of geometric transformations in the context of a technological environment

Preparing to Teach Mathematics With Technology: An Integrated Approach to Developing Technological Pedagogical Content Knowledge

Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons