Search results for author:"Jennifer Suh"
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George Mason University
Leveraging cognitive technology tools to expand opportunities for critical thinking in elementary mathematics
Journal of Computers in Mathematics and Science Teaching Vol. 29, No. 3 (August 2010) pp. 289–302
The following study describes design research in an elementary school near the metropolitan D.C. area with a diverse student population. The goal of the project was to design tasks that leveraged technology and enhance the access to critical...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2576–2583
This design research study examined how sixth grade students used information technology to build a mathematical model to solve a real world problem. The mathematics educators and authors of this paper worked with four six grade teachers to design a ...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3561–3566
Pre-service teachers find themselves situated within a potentially technology-rich environment for mathematical learning. This article summarizes the results of a study with 14 pre-service teachers who designed a lesson plan integrating a technology ...
Examining Teachers' Understanding of the Mathematical Learning Progression through Vertical Articulation during Lesson Study
Journal of Mathematics Teacher Education Vol. 18, No. 3 (June 2015) pp. 207–229
This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that...
Mathematics Teaching in the Middle School Vol. 15, No. 8 (April 2010) pp. 440–447
"Cognitive" technology tools have been described as "technologies that help transcend the limitation of the mind... in thinking, learning and problem solving activities" (Pea 1985, p. 168). These tools also respond to a user's commands and make...
Third graders' mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations
Third@graders' mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations (2005) pp. 1–191
This mixed method study compared mathematics achievement and representation preference in two third grade classrooms. A total of 36 students learned addition of fractions with unlike denominators and balancing equations in algebra, using two...
"Situating the Learning" of Teaching: Implementing Lesson Study at a Professional Development School
School-University Partnerships Vol. 5, No. 2 (2012) pp. 24–37
This paper examines how Lesson Study (Lewis, 2002) was used in an elementary mathematics methods course held at a Professional Development School and intended to support pre-service teachers to become reflective practitioners while working alongside ...
Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups
Journal of Computers in Mathematics and Science Teaching Vol. 31, No. 1 (January 2012) pp. 39–59
This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and...
Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 2 (April 2007) pp. 155–173
Both virtual and physical manipulatives are reported as effective learning tools when used with different groups of students in a variety of contexts to learn mathematical content. The use of multiple representations and the flexibility to translate ...
Examining Technology Uses in the Classroom: Developing Fraction Sense Using Virtual Manipulative Concept Tutorials
Journal of Interactive Online Learning Vol. 3, No. 4
This paper describes a classroom teaching experiment conducted in three fifth-grade mathematics classrooms with students of different achievement levels. Virtual fraction manipulative concept tutorials were used in three one-hour class sessions to...
Teaching Children Mathematics Vol. 15, No. 4 (November 2008) pp. 235–241
This article describes teachers working collaboratively to plan mathematics lessons in a technology-rich environment. Addressing the needs of their diverse students, in particular, English Language Learners and students with special needs, the...
Toni M. Smith; Padmanabhan Seshaiyer; Nathalia Peixoto; Jennifer M. Suh; Graham Bagshaw; Laurena K. Collins
Mathematics Teaching in the Middle School Vol. 18, No. 6 (February 2013) pp. 370–377
As much as ever before, mathematics teachers are searching for ways to connect mathematics to real-life scenarios within STEM contexts. As students develop skill in proportional reasoning, they examine graphical representations of linear functions,...
Manorama Talaiver; Carolyn Staudt; Padhmanaban Seshaiyar; Joyce Malyn-Smith; Bonnie Bracey-Sutton; Jennifer Suh
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 90–94
In-service/pre-service teacher professional development on integrating science, technology, engineering, and mathematics (STEM) learning is critical for changes in instructional practices in math and science classrooms in developing the STEM...