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Technology Supported Inquiry Learning with Fathom: A Professional Development Project
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, New Mexico State University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes a research project designed to support six practicing mathematics teachers to learn a dynamic statistics education software program, Fathom, and to critically practice and reflect on the integration of this learning technology into their practice. This project builds off of prior research and policy in mathematic and scientific teaching and learning involving technology, and in professional development in this area. Theoretical frameworks and methodologies that guide and support this research project are outlined within this paper. Developing findings about the relationships between participating teachers' understandings and practices regarding content, pedagogy, and technology, and their learning and practices with integrating technology, are discussed.

Citation

Hovermill, J. (2003). Technology Supported Inquiry Learning with Fathom: A Professional Development Project. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2917-2920). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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