id: 06169764
dt: a
an: 2013c.00893
au: Tapper, John
ti: Changing from the inside out: SimCalc teacher changes in beliefs and
practices.
so: Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions.
Democratizing access to important mathematics. Dordrecht: Springer
(ISBN 978-94-007-5695-3/hbk; 978-94-007-5696-0/ebook). Advances in
Mathematics Education, 271-284 (2013).
py: 2013
pu: Dordrecht: Springer
la: EN
cc: U50 C29 C70 D40
ut: computer aided istruction; beliefs; instructional practices; technology in
mathematics instruction; instructional approaches; teaching; learning
conversation
ci:
li: doi:10.1007/978-94-007-5696-0_15
ab: Summary: Interviews with SimCalc teachers in the democratizing access to
core mathematics across grades 9‒12 study led to unexpected insights
into instructional practices ‒ and teacher beliefs that informed
those practices. We found that working with SimCalc, over time, changed
some teachers’ routine instructional practices and challenged them to
reconsider their views about how children learn mathematics. These
transformations were different across teachers but patterns emerged
that could be linked to the amount of time teachers spent in the
project, and to the instructional approaches inherent in SimCalc.
rv: