Search results for author:"Hollylynne Lee"
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Facilitating Students' Problem Solving in a Technological Context: Prospective Teachers' Learning Trajectory
Journal of Mathematics Teacher Education Vol. 8, No. 3 (June 2005) pp. 223–254
In the past decade, there has been an increased emphasis on the preparation of teachers who can effectively engage students in meaningful mathematics with technology tools. This study presents a closer look at how three prospective teachers...
Preparing to Teach Mathematics with Technology: An Integrated Approach to Developing Technological Pedagogical Content Knowledge
Contemporary Issues in Technology and Teacher Education Vol. 8, No. 4 (December 2008) pp. 326–341
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)...
Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 106–125
The authors present examples of analysis of online discourse and interactions among prospective middle-grades and secondary mathematics teachers in a technology methods course. The online group met synchronously using Elluminate Live (now Blackboard ...
Incorporating Multiple Technologies Into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics With Technology
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 440–457
The purpose of this paper is to present a multitechnology-enabled lesson used with secondary preservice mathematics teachers to develop their technological pedagogical statistical knowledge. This lesson engages preservice teachers in a statistics...
Journal of Mathematical Behavior Vol. 25, No. 3 (2006) pp. 252–266
The design of technology tools has the potential to dramatically influence how students interact with tools, and these interactions, in turn, may influence students' mathematical problem solving. To better understand these interactions, we analyzed...
Social Studies and the Young Learner Vol. 12, No. 1 (1999) pp. 6–10
Describes an interdisciplinary project incorporating both geography and mathematics for fourth and fifth grade students. Focuses on reading a map with lines of latitude and longitude, learning about climatic regions, and using statistical measures...
Teachers' statistical problem solving with dynamic technology: Research results across multiple institutions
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 3 (September 2012) pp. 286–307
This study examined a random stratified sample (n = 62) of prospective teachers' work across eight institutions on three tasks that utilized dynamic statistical software. The authors considered how teachers utilized their statistical knowledge and...
Making Comparisons between Observed Data and Expected Outcomes: Students' Informal Hypothesis Testing with Probability Simulation Tools
Statistics Education Research Journal Vol. 9, No. 1 (May 2010) pp. 68–96
We examined how middle school students reason about results from a computer-simulated die-tossing experiment, including various representations of data, to support or refute an assumption that the outcomes on a die are equiprobable. We used students'...
Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work with Technology
Journal for Research in Mathematics Education Vol. 42, No. 1 (January 2011) pp. 39–64
This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Ways in which the model may be used by other researchers and ...
Connecting Research to Teaching: Using Data to Motivate the Use of Empirical Sampling Distributions. Connecting Research to Teaching
Mathematics Teacher Vol. 107, No. 6 (February 2014) pp. 465–469
Research shows that students often struggle with understanding empirical sampling distributions. Using hands-on and technology models and simulations of problems generated by real data help students begin to make connections between repeated...
Jody S. Underwood; Christopher Hoadley; Hollylynne Stohl Lee; Karen Hollebrands; Chris DiGiano; K Ann Renninger
Educational Technology Research and Development Vol. 53, No. 2 (2005) pp. 99–112
The Internet is increasingly being used as a medium for educational software in the form of miniature applications (e.g., applets) to explore concepts in a domain. One such effort in mathematics education, the Educational Software Components of...
Hollylynne Lee; Keith Leatham; Timothy Young; Bruce Farnsworth; Cindy Grabe; Mark Guy; Tina L. Heafner
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4386–4407
Since fall 2000, SITE has been collaborating with teacher education associations representing the content areas of mathematics, science, social studies , and English language arts education through the National Technology Leadership Initiative (NTLI)...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4925–4938
This paper received the National Technology Leadership Initiative award for Best Research Paper at the 2012 conference of the Association of Mathematics Teacher Educators. The study examined a random stratified sample (n=62) of prospective teachers'...
Hollylynne S. Lee; Gladis Kersaint; Suzanne R. Harper; Shannon O. Driskell; Dusty L. Jones; Keith R. Leatham; Robin L. Angotti; Kwaku Adu-Gyamfi
Statistics Education Research Journal Vol. 13, No. 1 (May 2014) pp. 25–52
This study examined a random stratified sample (n = 62) of teachers' work across eight institutions on three tasks that utilized dynamic statistical software. We considered how teachers may utilize and develop their statistical knowledge and...