Mathematics, Social Structure, and Technology: A Categorical Framework to Support Online Middle School Mathematics Teaching

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Author(s): Douglas W. Bengtson (Battle Creek STEM Academy, USA), John Golden (Grand Valley State University, USA), Lisa A. Kasmer (Grand Valley State University, USA), Sarah M. Thomas (Battle Creek STEM Academy, USA)and Paul Woo Dong Yu (Grand Valley State University, USA)
Copyright: 2021
Pages: 24
Source title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7222-1.ch022

Keywords: Education / Information Science Reference / K-12 Education / Virtual Learning Environments

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Abstract

This chapter provides insights gained from a collaborative action research project with university and middle school mathematics faculty. A categorical framework that considers the relationship between technology, mathematics content, and social interaction was used by the researchers to more deeply examine the varied uses and types of technology related to online teaching. In particular was the use of a relatively new category of software, Interactive Mathematics Classroom Builders, which integrates powerful mathematics tools with highly interactive classroom management features. The teachers found opportunities to try several novel uses of technology in their online lessons, advancing their teaching and the student experience, while learning lessons about teaching with technology that may apply to both remote teaching and the face-to-face classroom.

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Mathematics, Social Structure, and Technology: A Categorical Framework to Support Online Middle School Mathematics Teaching

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