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09055cam a2201153 i 4500 |
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1035947451 |
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OCoLC |
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20240223121953.0 |
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m o d |
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|a com.springer.onix.9783319765754
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|a Uses of technology in primary and secondary mathematics education :
|b tools, topics and trends /
|c Lynda Ball, Paul Drijvers, Silke Ladel, Hans-Stefan Siller, Michal Tabach, Colleen Vale, editors.
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| 264 |
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|a Cham, Switzerland :
|b Springer,
|c 2018.
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| 300 |
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|a 1 online resource (vii, 440 pages) :
|b illustrations.
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| 336 |
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|a text
|b txt
|2 rdacontent.
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|a computer
|b c
|2 rdamedia.
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|a online resource
|b cr
|2 rdacarrier.
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|a text file.
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|b PDF.
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|a ICME-13 monographs.
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|a Includes index.
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|a Online resource; title from PDF title page (Ebsco, viewed May 23, 2018).
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|a Intro; Contents; 1 Introduction; Abstract; References; 2 Using Video Analysis to Explain How Virtual Manipulative App Alignment Affects Children's Mathematics Learning; Abstract; 2.1 Purpose; 2.2 Research Perspective; 2.2.1 Mathematics Apps and Learning Outcomes; 2.2.2 Defining Two Types of App Alignment; 2.2.3 Potential Learning Benefits of App Alignment; 2.2.4 The Complexity and Diversity of App Features and Structures for Learning; 2.3 Research Question; 2.4 Methods; 2.4.1 Research Design; 2.4.2 Participants; 2.4.3 Data Sources; 2.4.4 Procedures and Data Collection; 2.4.5 Data Analysis.
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|a 2.5 Results and Discussion2.5.1 App Alignment Results for Preschool; 2.5.2 App Alignment Results for Kindergarten; 2.5.3 App Alignment Results for Grade 2; 2.6 Conclusion; References; 3 Applying the Modification of Attributes, Affordances, Abilities, and Distance for Learning Framework to a Child's Multi-touch Interactions with an Idealized Number Line; Abstract; 3.1 Introduction; 3.2 Perspectives on Learning Mathematics with Touchscreen Technology; 3.2.1 Navigating the Number Line; 3.2.2 The Modification of Attributes, Affordances, Abilities, and Distance for Learning Framework.
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|a 3.3 Building the Framework3.4 Applying the Framework; 3.5 Methods; 3.5.1 Motion Math: Zoom; 3.5.2 Participant: Alex; 3.6 Findings; 3.6.1 Phase 1: Integers 0-40; 3.6.2 Phase 2: Decimals to Hundredths; 3.6.3 Phase 3: Integers {u2212}300 to 10,000; 3.6.4 Phase 4: Decimals from Tenths to Hundredths; 3.6.5 Semi-structured Interview Comments; 3.7 Discussion; 3.7.1 Linking Outcomes, Contributors, and Interactions; 3.8 Implications and Future Directions; 3.9 Conclusion; References; 4 Using One-to-One Mobile Technology to Support Student Discourse; Abstract; 4.1 Introduction; 4.2 Theoretical Framework.
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|a 4.3 Research Questions4.4 Design and Methodology; 4.5 A Focus on Ongoing Professional Learning; 4.6 Findings; 4.6.1 Student Discourse; 4.6.2 Pedagogical Practices that Support Discourse; 4.6.3 Formative Assessment and Student Discourse; 4.6.4 Changing Teacher Beliefs; 4.6.5 Equity; 4.6.6 Challenges; 4.7 Discussion; 4.8 Limitations; 4.9 Conclusion; Acknowledgements; References; 5 Duo of Digital and Material Artefacts Dedicated to the Learning of Geometry at Primary School; Abstract; 5.1 Introduction; 5.2 Digital and Material Artefacts; 5.2.1 Literature Review.
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|a 5.2.2 Instruments Which Benefit from One Another5.3 A Duo of Artefacts, Both Material and Digital, to Introduce the Compasses in the Geometric Construction of a Triangle; 5.3.1 A Material Artefact: The Material Compasses; 5.4 Methodology on the Design of the Duo; 5.4.1 A Situation Which Involves Material Compasses and E-Books; 5.4.2 A Choice from a Range of Didactic Variables; 5.5 A Duo: Rotation Dragging and Material Compasses; 5.5.1 Asymmetrically Dynamic Segments; 5.5.2 A New Function for the Compasses; 5.6 The Material Compasses and the Dynamic Geometry Circle.
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|a This book provides international perspectives on the use of digital technologies in primary, lower secondary and upper secondary school mathematics. It gathers contributions by the members of three topic study groups from the 13th International Congress on Mathematical Education and covers a range of themes that will appeal to researchers and practitioners alike. The chapters include studies on technologies such as virtual manipulatives, apps, custom-built assessment tools, dynamic geometry, computer algebra systems and communication tools. Chiefly focusing on teaching and learning mathematics, the book also includes two chapters that address the evidence for technologies' effects on school mathematics. The diverse technologies considered provide a broad overview of the potential that digital solutions hold in connection with teaching and learning. The chapters provide both a snapshot of the status quo of technologies in school mathematics, and outline how they might impact school mathematics ten to twenty years from now.
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|a Includes bibliographical references and index.
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| 650 |
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|a Educational technology.
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|a Mathematics
|x Study and teaching.
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| 650 |
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|a Technologie éducative.
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|a Mathématiques
|x Étude et enseignement.
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|a Educational equipment & technology, computer-aided learning (Calif.)
|2 bicssc.
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| 650 |
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|a Curriculum planning & development.
|2 bicssc.
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| 650 |
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|a Teaching skills & techniques.
|2 bicssc.
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|a Teacher training.
|2 bicssc.
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|a EDUCATION
|x Administration
|x General.
|2 bisacsh.
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|a Teaching of a specific subject.
|2 bicssc.
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|a EDUCATION
|x Organizations & Institutions.
|2 bisacsh.
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|a Educational technology.
|2 fast.
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| 650 |
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|a Mathematics
|x Study and teaching.
|2 fast.
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| 700 |
1 |
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|a Ball, Lynda,
|e editor.
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| 700 |
1 |
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|a Drijvers, Paul
|q (Paulus Hendrikus Maria),
|d 1958-
|1 https://id.oclc.org/worldcat/entity/E39PCjKMkHFt38XKKKwFjVFRJC,
|e editor.
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| 700 |
1 |
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|a Ladel, Silke,
|e editor.
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| 700 |
1 |
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|a Siller, Hans-Stefan,
|e editor.
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| 700 |
1 |
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|a Tabach, Michal,
|e editor.
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| 700 |
1 |
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|a Vale, Colleen,
|e editor.
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| 710 |
2 |
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