id: 05878277
dt: j
an: 2011c.00156
au: Madden, Sandra R.
ti: Designing mathematical learning environments for teachers.
so: Math. Teach. (Reston) 104, No. 4, 274-282 (2010).
py: 2010
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: B50 U59 D49
ut: secondary school mathematics; curriculum development; graduate students;
mathematics teachers; teaching methods; computer uses in education;
educational technology; inservice teacher education; scaffolding;
learning activities; faculty development; technology uses in education
ci:
li: http://www.nctm.org/eresources/article_summary.asp?URI=MT2010-11-274a&from=B
ab: Summary: Technology use in mathematics often involves either exploratory or
expressive modeling. When using exploratory models, students use
technology to investigate a premade expert model of some phenomena.
When creating expressive models, students have greater flexibility for
constructing their own model for investigation using objects and
mechanisms available to them in the technological environment. The
authorâ€™s recent work in planning learning experiences for preservice
and in-service teachers has lead to the development of a curriculum
design principle she calls "dynamic technology scaffolding". Dynamic
technology scaffolding (DTS) involves constructing mathematical tasks
with three distinct levels of technological engagement. The author
describes classroom tasks that were constructed or adapted for use with
graduate students in a course focusing on recent developments in
secondary school mathematics education, especially the use of
interactive technological tools for exploring mathematical
relationships. She presents three examples of the use of dynamic
technology scaffolding in this course. The appendix contains additional
technological support and mathematical explanations. (Contains 10
figures.) (ERIC)
rv: