Integration of Technology, Science, and Mathematics in the Middle Grades: A Teacher Preparation Program
Article
Alfinio Flores, Jonathan E. Knaupp, James A. Middleton, Frederick A. Staley, Arizona State University, United States
CITE Journal Volume 2, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
How middle grade teachers in science and mathematics are prepared should be consistent with the vision of what and how students should learn mathematics and science, in particular the integration of these two fields. In this article a teacher preparation program for middle school mathematics and science teachers that emphasizes the integration of math and science with each other and with technology is outlined. First a theoretical framework for the integration of technology is described. Then some examples of uses of technology, such as the use of the Internet, and of interactive and dynamical software that lends itself to establish connections between mathematics and science are given. The national standards for mathematics (National Council of Teacher of Mathematics, 2000, 1991) and for science (National Research Council, 1996; American Association for the Advancement of Science, 1993) emphasized that educators should prepare students to be literate in mathematics and science, as well as in technology. Yet there is evidence that most middle school classrooms do not use technology appropriately in the teaching and learning process (Jensen & Williams, 1992). One of the goals of the teacher preparation program described in this article is intended to rectify this situation.
Citation
Flores, A., Knaupp, J.E., Middleton, J.A. & Staley, F.A. (2002). Integration of Technology, Science, and Mathematics in the Middle Grades: A Teacher Preparation Program. Contemporary Issues in Technology and Teacher Education, 2(1), 31-39. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/14451/.
© 2002 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map- Flores, A. (2001). Middle points of quadrilaterals [Interactive applet]. [Online]. Available: http://www.public.asu.edu/~aaafp/midpointsquadrilateral.html
- Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., & Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education, [Online serial] 1(1) , 66-88. Available: http://www.citejournal.org/vol1/iss1/currentissues/mathematics/article1.htm
- Jackiw, N. (1995). The Geometer’s Sketchpad [Computer program]. Berkeley, CA: Key Curriculum Press.
- Jensen, R.J., & Williams, B.S. (1992). Technology: Implications for middle grades mathematics. In D.T. Owens (Ed.), Research ideas for the classroom: Middle grades mathematics (pp. 225-243). New York:
- Lesh, R. (1979). Mathematical learning disabilities. In R. Lesh, D. Mierkiewicz, & M.G. Kantowski (Eds.), Applied mathematical problemsolving (pp. 111-180). Columbus, OH: ERIC/SMEAC.
- Lesh, R. & Doerr, H.M. (2000). Symbolizing, communicating, and mathematizing. In P. Cobb& E. Yackel (Eds.) Symbolizing and communicating in mathematics classrooms (P. 361-383). Mahwah, NJ: Erlbaum.
- Middleton, J.A., & Goepfert, P. (1996). Inventive strategies for teaching mathematics: Implementing standards for reform. Washington, DC : American Psychological Association.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
- National Council of Teachers of Mathematics. (1991). Professionals tandards for teaching mathematics. Reston, VA: Author.
- National Research Council. (1996). National science educations tandards. Washington, DC: National Academy Press.
- Pea, R. (1987). Cognitive technologies in mathematics education. In A.H. Schoenfeld (Ed.), Cognitive science and mathematics education (P. 89122)
- Roschelle, J. (1996). Designing for cognitive communication: Epistemic fidelity or mediating collaborative inquiry? In D.L. Day& D.K. Kovacs (Eds.) , Computers, communication& Mental models (P. 13-24). London:
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
A Taxonomy of Technological Tools for Mathematics Instruction
Terri L. Kurz, California State University, Bakersfield, United States; James A. Middleton & H. Bahadir Yanik, Arizona State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 2 (2005) pp. 123–137
-
Technology Learning Principles for Preservice and In-service Teacher Education
Joan Hughes, University of Minnesota, United States
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 345–362
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.