Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education

Borba, Marcelo de Carvalho; Engelbrecht, J. J.; Llinares, Salvador

doi:10.1007/978-3-030-80230-1_2

Cited by 4 publications

(5 citation statements)

References 43 publications

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“…At present, the new economy, new models, and new industries for IT have been appeared, and they indicate the reform of IT, the new model of education, and the new system of IT [9,10].…”

Section: Introductionmentioning

confidence: 99%

AR Construction Technology of Blended English Teaching Mode in Colleges

Gao

2022

Wireless Communications and Mobile Computing

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Because the educational goals set by the traditional teaching mode are too single, students gradually lose interest in learning. In the information age, there are more and more cases of various emerging technologies being applied to the field of education, and college English education should also be strengthened. The application of these technologies will help to realize the diversified development of the presentation of teaching content. AR has developed rapidly. It can help people connect with the virtual world, obtain information in real time, and apply it in teaching classrooms to help students participate in knowledge exploration and strengthen student-student and teacher-student interaction. This research designs and develops a blended English case teaching resource based on AR, applies the teaching resource to the classroom of universities, and then tests the application effect of the resource.

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“…At present, the new economy, new models, and new industries for IT have been appeared, and they indicate the reform of IT, the new model of education, and the new system of IT [9,10].…”

Section: Introductionmentioning

confidence: 99%

AR Construction Technology of Blended English Teaching Mode in Colleges

Gao

2022

Wireless Communications and Mobile Computing

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“…Many mathematics teachers and their students faced this challenge as they began to engage in online and distance instruction in the Spring of 2020. Although teachers may have made significant strides towards utilizing technology to improve their students' mathematical problem-solving experiences, technology has yet to meet many of the requirements of online public sensemaking (Borba et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Math and Equity in the Time of COVID: Teaching Challenges and Successes

Ruef¹,

Willingham²,

Ahearn³

2022

INT ELECT J MATH ED

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Background: This article describes teachers' equity concerns related to teaching mathematics online as a result of the COVID-19 pivot to online/distance-based instruction. COVID-19 restrictions forced the creation of virtual education contexts that magnified existing equity issues related to access to technology and the challenges of providing inquiry-based, student-centered instruction.Methods: This study took place under conditions promulgated by the COVID-19 pandemic. Nine teachers agreed to share their observations and experiences with the sudden switch to teaching mathematics online. Our methods included two online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori, and emergent themes (Charmaz, 1995;Emerson et al., 2011). Findings:The results indicate that our participants experienced concerns for students and families struggling to effectively engage with and access online education, and shared the practices and online tools they found most and least helpful in enacting equitable instruction. Contribution:This work sheds light on how skilled and caring teachers leveraged prior experiences, collegial support, and technological tools to meet the challenges brought by the sudden transition to online mathematics pedagogy.

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“…Specific to teaching mathematics and mathematics teaching methods courses online, teachers and MTEs struggled to quickly create and find workarounds for effective online group work and the use of mathematics manipulatives, physical materials used to model mathematical problem solving (e.g., unifix cubes or base ten blocks) (Borba et al, 2021;Ruef et al, 2022;Sun et al, 2022).…”

Section: Considerations Of Online Mathematics Instructionmentioning

confidence: 99%

“…Technology that supports online instruction has made great strides in recent years (e.g., Desmos, Padlet, interactive whiteboards) but remains inadequate for fully replicating in-person interactions (Borba et al, 2021). The challenges of fostering equitable participation in online contexts is not a new concern (Engelbrecht & Harding, 2005;Jones & Long, 2013;Pope & Mangram, 2015;Thanheiser et al, 2020).…”

Section: Considerations Of Online Mathematics Instructionmentioning

confidence: 99%

Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

Ruef

Shepard²

2022

INT ELECT J MATH ED

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Background. This article describes the redesign, implementation, and students' experiences with an elementary mathematics teaching methods course in the Pacific Northwest of the United States that was forced online due to COVID-19 restrictions. We share course design principles, changes to reflect online teaching, and students' experiences of relational equity, "the care and consideration students and teachers must take with each other to establish and maintain a culture of equitable learning."Methods: This study took place online. 50 out of a cohort of 54 pre-service elementary teacher candidates participated. Our methods included analysis of course documents, analytic memoing, and analysis of students' responses to online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori and emergent themes (Charmaz, 1995;Emerson et al., 2011;Miles et al., 2019). Findings:The results share the ways the instructors modified the course for online instruction and indicate that our participants experienced successes or challenges to enacting relational equity in the following: (i) curriculum and assessments, (ii) instructors, (iii) generic reference to the course, (iv) technology limits, and (v) future teaching.Contribution: This work sheds light on how two mathematics teacher educators redesigned their course for online instruction while centering and modeling relational equity teaching practices.

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Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education

Cited by 4 publications

References 43 publications

AR Construction Technology of Blended English Teaching Mode in Colleges

AR Construction Technology of Blended English Teaching Mode in Colleges

Math and Equity in the Time of COVID: Teaching Challenges and Successes

Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

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