Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Information and communication technologies (ICT) have the power to transform the traditional mathematics classroom into a dynamic and engaging problem solving community. Designing and implementing a curricular activity system enables a teacher to engage students in community problem solving, error analysis, and dialogue. In turn, a teacher guides students on a learning journey that can lead to multiple solutions and explanations. In order for teachers to master the Technological, Pedagogical, and Content Knowledge (TPACK) to design and implement a curricular activity system to engage students with and without learning challenges in the class, they must have it modeled for them in their pre-service programs and be given the opportunity to practice using it. We demonstrate how to design and implement a curricular activity system with technology.
Courey, S., LePage, P. & Blackorby, J. (2013). Curricular Activity Systems: Creating Dynamic Learning Communities. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3097-3100). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/48570/.
- Boyd, B., & Bargerhuff, M.E. (2009). Mathematics education and special education: Searching for common ground and the implications for teacher education. Mathematics Teacher Education and Development, 11, 54–67.
- Davis, E.A. & Krajcik, J.S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14.
- Goos M., & Geiger, V. (2010). Theoretical perspectives on mathematics teacher change. Journal of Math Teacher Education, 13, 499–507.
- Halverson, R., Wolfenstein, M., Williams, C.C., & Rockman, C. (2009). Remembering math: The design of digital learning objects to spark professional learning. E-Learning and Digital Media, 6(1), 97-118.
- Khoury, H. (2002). Classroom challenge. In B. Litwiller & G. Bright (Eds.), Making sense of fractions, ratios, and proportions: 2002 yearbook. (pp. 100-102). Reston, VA: National Council of Teachers of Mathematics.
- Lobato, J., Ellis, A.B., Charles, R., & Zbiek, R.M. (2010). Developing essential understanding of ratios, proportions& Proportional reasoning: Grades 6-8. Reston, VA: NCTM
- Lamon, S.J. (1999). Teaching fractions and ratios for understanding: Essential content knowledge and instruction strategies for teachers. Mahwah, NJ: Lawrence Erlbaum Associates.
- Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
- Remillard, J.T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246.
- Schoenfeld, A.H. (1985). Psychology and mathematical method: A capsule history and a modern view. Education and Urban Society, 17, 387-403.
- Sfard, A., & McClain, K. (2002) Analyzing tools: Perspectives on the role of designed artifacts in mathematics learning. Journal of the Learning Sciences, 11, 153-161.
- Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
- Stein, M.K., Engle, R.A., Smith, M.S., Hughes, E.K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313-340.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.