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Teaching WITH (not near) Virtual Manipulatives
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, University of Northern Colorado, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Although mathematics teachers are expected to use technology to enhance student understanding, many teachers report that they are not prepared to teach with technology. The following study presents a task analysis framework and guiding questions used during a professional development (PD) opportunity for mathematics teachers aimed at supporting their efforts to teach with rather than near virtual manipulatives (VMs). Findings focus on teachers’ appropriation of two tools introduced during the PD to support their efforts to critique and modify VM tasks aimed at meeting their student needs and promoting the development of conceptual understanding. Implications for supporting teachers’ integration of technology tools are discussed.

Citation

Reiten, L. (2018). Teaching WITH (not near) Virtual Manipulatives. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1826-1835). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 23, 2020 from .

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