Search results for author:"Christine Browning"
Total records matched: 5 Search took: 0.066 secs
Arithmetic Teacher Vol. 40, No. 4 (1992) pp. 235–38
Describes an activity that introduces students to the use of database software to collect and interpret data. Asks middle school students to collect personal information regarding their dominant hand, eye, and thumb. Students use FIND and AND...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3588–3601
An overarching construct called TPACK has been proposed as the interconnection and intersection of technology, pedagogy and content knowledge. Mathematics Teacher TPACK Standards and a Mathematics Teacher TPACK Development Model are proposed for...
Teaching Children Mathematics Vol. 14, No. 5 (December 2007) pp. 283–287
Although the nature of the research varies, as do concepts of angle, research in general supports the supposition that angle is a complex idea, best understood from a variety of perspectives. In fact, the concept of angle tends to be threefold,...
Use of Digital Fabrication to Incorporate Engineering Design Principles in Elementary Mathematics Education
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 2 (June 2010) pp. 167–172
Two technology association—SITE and ITEEA—and two mathematics education associations—AMTE and NCTM—recently began a joint exploration of methods for identifying natural connections between mathematics and engineering design in the elementary...
Margaret L. Niess; Robert N. Ronau; Kathryn G. Shafer; Shannon O. Driskell; Suzanne R. Harper; Christopher Johnston; Christine Browning; S. Asli Özgün-Koca; Gladis Kersaint
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 4–24
What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and...