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Factors Affecting Pre-service Mathematics Teachers’ Lesson Planning with Learning Objects Supporting Higher Level Thinking
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, , University of Western Ontario, Canada

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

We present a study of 16 middle school pre-service teachers' mathematical and pedagogical thinking with a level 4 mathematics learning object (level 1=recalling, 2=applying, 3=understanding, and 4=extending). The learning object used in the study facilitates making conjectures and extending mathematical relationships for the topic of probability with dice. A previous study using level 3 learning objects concluded that, for most pre-service teachers, the learning objects did not serve as pedagogical models for lesson planning. The current study will build on the previous study to develop a better understanding of the factors affecting pre-service mathematics teachers' lesson planning with learning objects supporting higher-level thinking.

Citation

Gadanidis, G. & Schindler, K. (2004). Factors Affecting Pre-service Mathematics Teachers’ Lesson Planning with Learning Objects Supporting Higher Level Thinking. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 4432-4437). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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