Making Students' Mathematical Explanations Accessible to Teachers through the Use of Digital Recorders and iPads

Autor/inn/en	Soto, Melissa Marie; Ambrose, Rebecca
Titel	Making Students' Mathematical Explanations Accessible to Teachers through the Use of Digital Recorders and iPads
Quelle	In: Learning, Media and Technology, 41 (2016) 2, S.213-232 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2014.931867
Schlagwörter	Mathematical Logic; Elementary School Mathematics; Elementary School Teachers; Access to Information; Technology Uses in Education; Problem Solving; Cognitive Style; Handheld Devices; Faculty Development; Video Technology; Data Collection; Teaching Methods; Teacher Improvement; Communities of Practice; California + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemlösen; Cognitive styles; Kognitiver Stil; Data capture; Datensammlung; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Kalifornien
Abstract	Analyzing students' mathematical explanations can be a powerful tool to enhance teachers' practice, but collecting these explanations can be cumbersome. Here, we describe our quest to find effective tools to make explanations accessible to elementary (K-6th) teachers. First, we describe how digital audio recordings enabled teachers to focus on the processes students used to solve problems and helped teachers to see patterns of development in students' thinking as well as to identify the prevalence of some misconceptions. In addition, we show how considering explanations from various classrooms provided an avenue for teachers to share their teaching practices. Second, we discuss a new tool that provides even better records of students' processing beyond the information gained from the digital recorders. We provide some preliminary data of our use of the "ShowMe®" screencast application on the "Apple® iPad" with students to illustrate the potential of this tool for teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01