Teacher Candidates' Perceptions of Mathematical, Cognitive and Pedagogical Fidelity of the "Fill&Pour" Virtual Manipulative [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/in	Alagic, Mara
Titel	Teacher Candidates' Perceptions of Mathematical, Cognitive and Pedagogical Fidelity of the "Fill&Pour" Virtual Manipulative [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fidelity; Manipulative Materials; Computer Simulation; Knowledge Base for Teaching; Preservice Teacher Education; Preservice Teachers; Student Teacher Attitudes; Cognitive Objectives; Instructional Innovation; Critical Incidents Method; Teaching Methods + Suchen Sie Ihr Suchwort? Hilfsmittel; Computergrafik; Computersimulation; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Kognitives Lernziel; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Virtual manipulatives as cognitive tools, dynamic/interactive, Web-based representations and/or technology-based renditions, allow users to engage in mathematical meaning making. This research investigated teacher candidates' perceptions of the mathematical, cognitive, and pedagogical fidelity of Fill and Pour virtual manipulative. Findings suggest that the degree to which the mathematical entity is faithful to the essential mathematical properties of that item in the virtual environment has been granted by teacher candidates to virtual manipulative designers automatically, without closer examining of the mathematical, cognitive, and/or pedagogical fidelity. Further qualitative probing was carried through to better understand the nature of such assumptions. [For the complete proceedings, see ED584443.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01