Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work with Technology
ARTICLE
P Holt Wilson, Hollylynne Stohl Lee, Karen F. Hollebrands
Journal for Research in Mathematics Education Volume 42, Number 1, ISSN 0021-8251
Abstract
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 implications for the design of pedagogical tasks for prospective teachers are discussed. (Contains 15 figures, 1 footnote, and 1 table.)
Citation
Wilson, P.H., Lee, H.S. & Hollebrands, K.F. (2011). Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work with Technology. Journal for Research in Mathematics Education, 42(1), 39-64. Retrieved August 7, 2024 from https://www.learntechlib.org/p/52788/.
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Cited By
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Preservice Mathematics Teachers’ Professional Noticing of Students’ Mathematical Thinking with Technology
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Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1802–1811
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Incorporating Multiple Technologies Into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics With Technology
Jennifer Lovett, Middle Tennessee State University, United States; Hollylynne Lee, NC State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 440–457
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Incorporating Technology to Enhance Teacher Education Lessons and Preservice Teachers’ Learning
Jennifer Nickell, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2723–2729
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Preservice Teachers’ Integration of Technology into Mathematics Education
Ahmet Akcay & Melissa Boston, Duquesne University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 828–829
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