Multicultural Mathematics and Technology

Effects of Integrating Multimedia into the Third Grade Mathematics Curriculum to Improve Student Learning

“…This study further supported that multimedia-based curriculum and instruction can be an effective alternative to the exclusive dependence on textbook-based mathematics instruction. These findings are consistent with recent studies (e.g., Bottge, Heinrichs, Chan, & Serlin, 2001;Bottge et al, 2006Bottge et al, , 2007Dimitriadi, 2001;Irish, 2002;Kinard & Bitter, 1997;Okolo & Ferretti, 1996;Seo, & Woo, 2010;Tjus et al, 2001). Recent studies have consistently indicated that appropriately integrating multimedia components into the mathematics lessons can enhance students' mathematics learning for various groups including low-income and special education students.…”

“…Although research has been conducted in regular kindergarten through high school educational settings, few empirical studies have been conducted on the impact of multimedia mathematics curriculum on African-American low-income 3rd graders. However, some related research has focused on other groups including minority students such as Hispanic children (Kinard & Bitter, 1997) as well as special education students. Studies focusing on different types of special education students included students who have autism (Tjus, Heimann, & Nelson, 2001), students who are learning disabled (Irish, 2002;Seo, & Woo, 2010), learners who exhibit dyslexia (Dimitriadi, 2001), and low-achieving adolescents (Bottge, Rueda, Serlin, Hung, & Kwon, 2007;Bottge, Rueda, & Skivington, 2006).…”

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

“…In our previous development work (Savenye et al 2003), for example, we attended to issues related to the infusion of technology into mathematics and science teaching, but underlying issues of grouping, discipline, time management and other key considerations of preservice teachers were just not a part of our thinking, nor did evaluation of the products reveal these concerns to be paramount for our primary audience of inservice teachers. Other projects designed for veteran teachers have focused on only one of the issues we uncovered as central to preservice teachers' perceived needs (e.g., diversity, Kinard and Bitter 1997; or discourse strategies Pryor and Bitter 2008). It seems unlikely therefore that an optimal learning environment can be created with generic cases or with cases tailored to the needs of a different audience unless explicit attention is paid to these concerns of preservice teachers.…”

The Impact of Video Streaming on Mathematics Performance

“…Current instructional technologies can make abstract mathematical concepts more salient for students by providing visual representations of higher-order concepts, using graphics and simulations to link mathematical concepts to naturalistic applications, and by supplying contextual information through interactive dictionaries (Sandholtz, Ringstaff, & Dwyer, 1997). Kinard and Bitter's (1997) evaluation of the Hispanic Mathematics Project (The National Council of Teachers of Mathematics, 1989) found multimedia computer-assisted mathematics instruction effective in motivating children from diverse multicultural populations. Wenglingsky (1998) found that fourth-grade students whose teachers used computers primarily for mathematical or learning games scored higher on mathematic achievement measures than did students from classrooms that lacked these learning tools.…”