Search results for author:"Deborah Moore-Russo"
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University at Buffalo, State University of New York
MathAMATYC Educator Vol. 3, No. 2 (February 2012) pp. 17–20
It is common for both algebra and calculus instructors to use power functions of various degrees as well as exponential functions to examine and compare rates of growth. This can be done on a chalkboard, with a graphing calculator, or with a...
Using a Technology-Supported Approach to Preservice Teachers’ Mathematical Fluency: Unifying Mathematical Concepts and their Representations
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 4 (December 2015) pp. 489–513
A test project at the University of Puerto Rico in Mayagüez used GeoGebra applets to promote the concept of multi-representational fluency among high school mathematics pre-service teachers. For this study, this fluency was defined as “simultaneous ...
Mathematics Teacher Vol. 107, No. 4 (November 2013) pp. 272–279
All teachers, especially high school teachers, face the challenge of ensuring that students have opportunities to relate and connect the various representations and notions of mathematics concepts developed over the course of the pre-K-12...
Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 37, No. 1 (January 2014) pp. 76–90
This study incorporated multiple methods of analysis to explore the productivity of future teachers' reflections after viewing animations as representations of algebra instruction. Two groups of future teachers posted their reflections on an...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 254–259
Research related to gamification in education has primarily been focused on the effectiveness of game-based elements in learning environments. There is little empirical evidence examining how an instructor designs an actual gamified class or event....
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 283–317
While digital environments can offer convenient, viable options for preservice and inservice teachers to engage in or continue their studies, little is known about teachers' experiences with and perceptions of various existing online learning spaces....
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 29, No. 1 (January 2013) pp. 97–109
This paper conceptualizes spatial literacy as consisting of three overlapping domains: visualization, reasoning, and communication. By considering these domains, this study explores different aspects of spatial literacy to better understand how a...