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Design and Implementation Principles for Dynamic Interactive Mathematics Technologies

Design and Implementation Principles for Dynamic Interactive Mathematics Technologies
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Author(s): Thomas P. Dick (Oregon State University, USA) and Gail F. Burrill (Michigan State University, USA)
Copyright: 2016
Pages: 29
Source title: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Source Author(s)/Editor(s): Margaret Niess (Oregon State University, USA), Shannon Driskell (University of Dayton, USA) and Karen Hollebrands (North Carolina State University, USA)
DOI: 10.4018/978-1-5225-0120-6.ch002


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Design and implementation principles are described for choosing and using dynamic interactive mathematics technologies in support of mathematics learning and teaching. The design principles value technologies that enable meaningful and purposeful actions by students resulting in immediately visual consequences. The implementation principles emphasize using these technologies for important mathematics to pose rich tasks and ask good questions that demand sense making and reasoning and engage students in the mathematical practices. Illustrative examples are drawn from a collection of the Building Concepts dynamic interactive documents (available online) designed to support the teaching of mathematics consistent with the Progressions for the Common Core State Standards for Mathematical Content and Practices. Technological Pedagogical Content Knowledge (TPACK) provides a framework for considering how teachers' knowledge must be transformed to best realize the potential of these technologies, and to shape recommendations for professional development and directions for future research.

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