Using Show and Tell Apps to Engage Students in Problem-Solving in the Mathematics Classroom

Ingram, Naomi; Pratt, Keryn; Williamson-Leadley, Sandra

doi:10.1007/978-3-319-90179-4_17

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…This new category of apps has the potential of embedding the goals of the two previous strands. Show and Tell apps such as Explain Everything, Show-me, and Educreations are applications that transform tablets into portable whiteboards, in which teacher and/or students can use voice, handwriting, and embedded content apps in tandem, with the option of realtime voice and screen recording (Ingram et al 2018;Williamson-Leadley and Ingram 2013).…”

Section: Teachers' Use Of Tabletsmentioning

confidence: 99%

“…This video lesson can be later shared by the teacher with his/her colleagues and can be shared with students who may watch the video lesson on other devices such as computers, smartphones, or tablets. Tablets with a screencast app also can be used by students to record their thinking-aloud processes when they are solving mathematical problems (Ingram et al 2018).…”

Section: Teachers' Use Of Tabletsmentioning

confidence: 99%

“…Ingram, Williamson-Leadley, and colleagues (Ingram et al 2018;Ingram et al 2015;Ingram et al 2016;Williamson-Leadley and Ingram 2013) have investigated different ways Show and Tell apps could be used by students during their problem-solving in the classroom. In their studies, they noticed as students used the screencast app in their problem solving, they were encouraged to speak about their thinking process (thinking aloud), which helped the teacher to access students' thinking as well as student's difficulties with the content.…”

Section: Teachers' Use Of Tabletsmentioning

confidence: 99%

“…In their studies, they noticed as students used the screencast app in their problem solving, they were encouraged to speak about their thinking process (thinking aloud), which helped the teacher to access students' thinking as well as student's difficulties with the content. According to the authors, teachers who introduced screencast apps as a tool for their students to solve problems reported a higher level of mathematical engagement in their classroom when compared to students solving problems without the tool (Ingram et al 2018).…”

Section: Teachers' Use Of Tabletsmentioning

confidence: 99%

See 3 more Smart Citations

Investigating Prospective Teachers’ TPACK and their Use of Mathematical Action Technologies as they Create Screencast Video Lessons on iPads

Bonafini

Lee

2021

TechTrends

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The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons.

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Section: Teachers' Use Of Tabletsmentioning

confidence: 99%

Section: Teachers' Use Of Tabletsmentioning

confidence: 99%