You are here:

The Impact On Student Achievement When A Teacher Uses Digitally Developed Educative Curriculum Materials
PROCEEDINGS

, , , University of Hawaii, United States ; , University of Hawaii at Manoa, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

This paper discusses the effects on student achievement when teachers implement a digital curriculum in the manner for which it was designed. The curriculum was created for a new course (MOW 1) to support students who might struggle in Algebra I. Technology considerations used in the development were focused on making the curriculum digitally available for easy teacher use, including links for access to dynamic spreadsheets and graphs as well as other digital materials for students. The materials also served as educative curriculum materials (Davis & Krajcik 2005) for the teacher with in-depth teacher notes that not only elaborated on the mathematics concepts but also offered pedagogical suggestions that included analysis of student thinking. The materials consist of investigations in which students can explore algebraic topics in ways that promote the development of mathematical modeling. All students in the MOW 1 course successfully completed Algebra I.

Citation

Olson, J., Olson, M., Capen, S. & Zenigami, F. (2015). The Impact On Student Achievement When A Teacher Uses Digitally Developed Educative Curriculum Materials. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2730-2735). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 27, 2023 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Ball, D.L. & Cohen, D.K. (1996). Reform by the book: what is– or might be– the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25, 6-8, 14.
  2. Davis, E.A. & Krajcik, J.S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14.
  3. Geiger, V. (2003). What students say: Analysis of structured survey data in relation to technology and mathematics learning. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley, Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (pp. 380-387). Melbourne. Australia: Geelong.
  4. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  5. Lesh, R. & Zawojewski, J. (2007). Problem-solving and modeling. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 763-804). Reston, VA: NCTM.
  6. Olson, J., Olson, M., Slovin, H., Venenciano, L., & Zenigami, F. (2014). A Modeling Approach to Algebra. Honolulu: University of Hawaii at Manoa, Curriculum Research& Development Group. National Governors Association Center for Best Practices and Council of Chief State School Officers (NGA Center and CCSSO) (2010). Common Core State Standards for Mathematics. Common Core State Standards (College-andCareer Standards in English Language Arts and Math). Washington, D.C.: NGA Center and CCSSO. Http://www.corestandards.org.
  7. Remillard, J.T. (2000). Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text. The Elementary School Journal, 100(4), 331–350.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References