- Titel
- Integrating Technology into the Mathematics Classroom: Instructional Design and Lesson Conversion
- Zitierfähige Url:
- https://nbn-resolving.org/urn:nbn:de:bsz:14-qucosa-79535
- Quellenangabe
- Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 90 - 94
- Quellenangabe
- Proceedings of the tenth international conference Models in developing mathematics education
- Abstract (EN)
- The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).
- Freie Schlagwörter (DE)
- Lehrerfortbildung, Mathematikausbildung, Lehr-Technologie, Unterrichtsplanung, Einschätzung
- Freie Schlagwörter (EN)
- Teacher Training, Mathematics Education, Instructional Technology, Lesson Planning, Assessment
- Klassifikation (DDC)
- 510
- Klassifikation (RVK)
- SD 2009
- Herausgeber (Institution)
- HTW Dresden
- URN Qucosa
- urn:nbn:de:bsz:14-qucosa-79535
- Veröffentlichungsdatum Qucosa
- 12.04.2012
- Dokumenttyp
- Konferenzbeitrag
- Sprache des Dokumentes
- Englisch
- Lizenz / Rechtehinweis
