Making Thinking Visible in Mathematics Though Technology
Scott Slough, Pauline Sampson, Stephen F. Austin State University, United States ; Robert Capraro, Mary Margaret Capraro, Texas A&M University, United States
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
A calculator-based program that emphasized continuous formative assessment through screen capture, display, and discussion was used in Year 1 of a multiyear project focused on student success for postsecondary education to improve sixth grade student learning in mathematics at a large middle school in the Southeastern United States. A recurrent coaching/professional development model was designed and supported by the project to help teachers to integrate the technology into their lessons. This integration improved the mathematic achievement of the students with all teachers. Although there were some fidelity issues (teachers not implementing all phases of the project and not taking advantage of the training opportunities), overall students learned more than would have been projected using their previous gains with standardized testing scores. Also more hours of coaching/professional development were consistent with higher implementation rates.
Slough, S., Sampson, P., Capraro, R. & Capraro, M.M. (2015). Making Thinking Visible in Mathematics Though Technology. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1109-1114). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)