Search results for author:"Stephen Pape"
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Johns Hopkins University
University of Florida
Teachers’ Instructional Practices within Connected Classroom Technology Environments to Support Representational Fluency
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 1 (January 2018) pp. 27–52
The purpose of this study was to investigate the ways that teachers use connected classroom technology (CCT) in conjunction with the Texas Instruments Nspire calculator to potentially support achievement on Algebra problems that require translation...
Journal of Computers in Mathematics and Science Teaching Vol. 29, No. 2 (April 2010) pp. 139–154
Graphing calculators facilitate learners’ ability to build cognitive links between mathematical representations by providing quick access to multiple representations. This exploratory study investigated the effects of technology-enhanced instruction ...
Struggles and Successes Implementing Classroom Communication Technology in a College Pre-Calculus Course
Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 1 (January 2013) pp. 5–24
This case study documents the struggles and successes encountered by a pre-calculus teacher while using Classroom Connectivity Technology (CCT) daily in her community college mathematics course. CCT refers to a wireless communication system that...
Middle School Children's Strategic Behavior: Classification and Relation to Academic Achievement and Mathematical Problem Solving
Instructional Science: An International Journal of the Learning Sciences Vol. 31, No. 6 (2003) pp. 419–49
Explores 80 sixth- and seventh-grade students' self-reported use of 14 categories of strategies for processing mathematical word problems and the relationship of strategy use to academic achievement, problem-solving behaviors, and problem-solving...
Journal of Computing in Higher Education Vol. 30, No. 3 (2018) pp. 620–636
Algebra has been called the gatekeeper to higher level mathematics, college success, and higher wages, but many community college students struggle to pass college-level mathematics courses. The National Educational Technology Plan for higher...
School Science and Mathematics Vol. 100, No. 8 (2000) pp. 426–39
Examines pencil-and-paper graphs produced by students at the beginning of a 1-week summer teacher/student institute as well as computer-based graphs produced by those same students at the end of the institute. Initial problems with managing data...
Teachers’ Use of Interactive Technology to Enhance Students’ Metacognition: Awareness of Student Learning and Feedback
Journal of Computers in Mathematics and Science Teaching Vol. 34, No. 2 (April 2015) pp. 175–198
Increased teacher awareness of student thinking and understanding enables teachers to better support students’ learning by allowing for increased formative feedback that clarifies students’ understanding and supports their construction of knowledge. ...
The Practicality of Implementing Connected Classroom Technology in Secondary Mathematics and Science Classrooms
International Journal of Science and Mathematics Education Vol. 9, No. 2 (April 2011) pp. 459–481
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3710–3716
Abstract: This paper describes a research study in progress that examines the impact of classroom connectivity technology on student achievement in algebra 1 and physical science, self-regulated learning, and dispositions toward mathematics and...
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
Stephen J. Pape; Sherri K. Prosser; Cynthia C. Griffin; Nancy Fichtman Dana; James Algina; Jungah Bae
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 1 (March 2015) pp. 14–43
This study sought to identify components of an asynchronous online teacher professional development program, Prime Online, that potentially affected participants’ mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade...
Karen E. Irving; Stephen J. Pape; Douglas T. Owens; Louis Abrahamson; David Silver; Vehbi A. Sanalan; Vehbi Sanalan
Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 2 (April 2016) pp. 131–151
Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development...