Search results for author:"Kathryn G. Shafer"
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Two high school teachers' initial use of Geometer's Sketchpad: Issues of implementation
Kathryn G. Shafer
Two high@school@teachers' initial use of Geometer's@Sketchpad: Issues of implementation (2004) pp. 1–217
This study documents two teachers' instructional practices as they learn and incorporate Geometer's Sketchpad (GSP) activities into their curriculum. The researcher (as a mentor) worked closely with two high school geometry teachers following a case ...
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Mathematics Teacher TPACK Standards and Development Model
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...
Topics: Educational Technology, Preservice Teacher Education, Professional Development, Mathematics, Teachers
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Learning to Teach with Technology through an Apprenticeship Model
Kathryn G. Shafer
Contemporary Issues in Technology and Teacher Education Vol. 8, No. 1 (2008) pp. 27–44
This paper reports the results of a doctoral research pilot study that paired a researcher with an experienced classroom teacher for a 12-week time span with the goal of effectively integrating the use of Geometer's Sketchpad (GSP) into the...
Topics: Mathematics, Educational Technology, Professional Development, Secondary Education, Human Computer Interaction, Research Methods
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Exploring Spatial Reasoning with Sketchup Make
Bethany Singer; Kathryn G. Shafer
Teaching Children Mathematics Vol. 25, No. 1 (2018) pp. 46–52
Building physical models is a natural activity for children and provides a context for lessons on two-dimensional (2D) and three-dimensional (3D) shapes. However, children do not think of their models as prisms, cylinders, and pyramids. Their...