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Design and Implementation of Computational Modeling for Learning Mathematical Concepts
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Author(s): Shelby P. Morge (University of North Carolina Wilmington, USA), Mahnaz Moallem (University of North Carolina Wilmington, USA), Chris Gordon (University of North Carolina Wilmington, USA), Gene Tagliarini (University of North Carolina Wilmington, USA)and Sridhar Narayan (University of North Carolina Wilmington, USA)
Copyright: 2013
Pages: 19
Source title:
Common Core Mathematics Standards and Implementing Digital Technologies
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-4666-4086-3.ch009
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Abstract
The Common Core State Standards (CCSS) call for a change in the way mathematics is taught. The mathematical practices outlined by the CCSS call for mathematics as a problem-solving endeavor, rather than routine exercises and practice. A quick Web search can provide mathematics teachers with an abundance of workshops and courses, examples, and videos of the different mathematical practices to help them understand what they mean and look like in practice. However, those examples do not go far in changing the current culture of mathematics instruction. In this chapter, the authors discuss current US mathematics instructional practices and how the CCSS are asking for distinctly different teaching practices. In addition, the authors share how the innovative Using Squeak to Infuse Information Technology Project (USeIT) sidestepped traditional mathematics instructional approaches and utilized problem-solving activities and the development of computational models to support students’ learning of STEM concepts. The authors illustrate how the design, development, and implementation of a Squeak Etoys and Problem-Based Learning (PBL) activity addresses the CCSS expectations for mathematics content, practice for learning, and assessment, and discuss what this means for mathematics teacher education and professional development.
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