Search results for author:"Juli K. Dixon"
Total records matched: 8 Search took: 0.076 secs
You may get more results with author:"Juli K. Dixon".
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 39–44
This paper describes a course designed for K-8 science and mathematics teachers to learn how to teach using an inquiry approach within a technology-rich environment. The World Wide Web and calculator-based data collection devices are the primary...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4521–4524
Student Math Notes are free-standing, independent activities published five times a year by the National Council of Teachers of Mathematics. These activities currently have few applications of technology but there are opportunities where technology...
Mathematics Teaching in the Middle School Vol. 2, No. 5 (1997) pp. 298–304
Describes five activities using the World Wide Web that teach students to experience searching, locating, and organizing data. Students learn to summarize statistics, analyze data, make conjectures, and communicate information. They interpret or...
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 1845–1850
Authentic learning is often considered to be hands-on and experiential in nature. This paper describes research that was conducted with an educational methodology designed to provide students with an authentic learning experience in a field-based ...
Taking It to the Field: The Authentic Integration of Mathematics and Technology in Inquiry-Based Science Instruction
Journal of Computers in Mathematics and Science Teaching Vol. 20, No. 1 (2001) pp. 99–112
Students' understandings of science are greatly enhanced by exposure to real-world phenomena in field-based settings. Field-based learning provides students with opportunities for using inquiry to formulate questions about the nature of what they...
Do they really need to raise their hands? Challenging a traditional social norm in a second grade mathematics classroom
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 8 (November 2009) pp. 1067–1076
In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and sociomathematical norms developed in ...
Sustaining Social and Sociomathematical Norms with Prospective Elementary Teachers in a Mathematics Content Course
Investigations in Mathematics Learning Vol. 7, No. 2 (2014) pp. 33–64
As students contribute to social and sociomathematical norms, they will often reorganize their own understandings. As such, the purpose of this article is to describe the ways in which prospective elementary teachers contributed to the norms that...
Choreographing Change One Step at a Time: Reflections on Integrating Technology into Teacher Education Courses
Christy J. Falba; Neal Strudler; Thomas W. Bean; Juli K. Dixon; Patricia A. Markos; Marilyn McKinney; Stanley J. Zehm
Action in Teacher Education Vol. 21, No. 1 (1999) pp. 61–76
Presents data from a case study that examined new technology use in teacher-education courses and investigated progress within College of Education faculty. Data from interviews, observations, questionnaires, and documents indicated that individual...