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Result 1 to 20 of 44 total

GeoGebra: a toy for the teacher or a tool for the students? (GeoGebra: ?‘un juguete para el profesorado o una herramienta para su alumnado?) (Spanish)
Uno 22, No. 71, 26-32 (2016).
Classification: U70 G40
1
Utility and usability as factors influencing teacher decisions about software integration. (English)
Educ. Technol. Res. Dev. 64, No. 6, 1227-1249 (2016).
Classification: U70 D30
2
Pre-service mathematics teachers’ learning and teaching of activity-based lessons supported with spreadsheets. (English)
Technol. Pedagog. Educ. 25, No. 1, 39-59 (2016).
Classification: U70 D40 D39
3
Characterising the perceived value of mathematics educational apps in preservice teachers. (English)
Math. Educ. Res. J. 28, No. 1, 199-221 (2016).
Classification: U70 C29
4
Transforming teachers’ technological pedagogical content knowledge for teaching mathematics with technology through online professional development. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 259-267 (2015).
Classification: U59 D39 U70
5
Elementary education pre-service teachers’ development of mathematics technology integration skills in a technology integration course. (English)
J. Comput. Math. Sci. Teach. 34, No. 4, 431-453 (2015).
Classification: U70 D39
6
A study of mathematics teachers conceptions of their own knowledge of technological pedagogical content knowledge (TPACK). (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 159-169 (2015).
Classification: C39 C49 C29 D39 U70
7
Pre-service teachers’ perceptions and beliefs of technological pedagogical content knowledge on algebra. (English)
J. Comput. Math. Sci. Teach. 34, No. 3, 327-344 (2015).
Classification: C29 C39 D39 H39 C49
8
School-wide adoption of a mathematics learning game in a middle school setting: using the TPACK framework to analyze effects on practice. (English)
Asia-Pac. Educ. Res. 24, No. 3, 495-504 (2015).
Classification: U73 U53 F43 D39
9
Teachers’ knowledge of the concept of a function: a theoretical framework. (English)
Int. J. Sci. Math. Educ. 13, Suppl. 2, 261-283 (2015).
Classification: I29 C39
10
Curriculum leadership and the development of ICT in education competencies of pre-service teachers in South China. (English)
Asia-Pac. Educ. Res. 24, No. 3, 515-524 (2015).
Classification: D39 U70 B50
11
Spaces for geometric work: figural, instrumental, and discursive geneses of reasoning in a technological environment. (English)
Int. J. Sci. Math. Educ. 13, No. 1, 201-226 (2015).
Classification: G49 G89 U79
12
Elementary school teachers’ use of technology during mathematics teaching. (English)
Comput. Sch. 31, No. 4, 271-292 (2014).
Classification: U70 U50 D50
13
Teachers’ critical evaluations of dynamic geometry software implementation in 1:1 classrooms. (English)
Comput. Sch. 31, No. 3, 134-153 (2014).
Classification: U70 U50
14
Developing pedagogical approaches to using digital technologies in mathematics. (English)
Hyde, Rosalyn (ed.) et al., Mentoring mathematics teachers. Supporting and inspiring pre-service and newly qualified teachers. London: Routledge (ISBN 978-0-415-81990-9/pbk; 978-0-415-81989-3/hbk; 978-1-315-88627-5/ebook). 25-41 (2014).
Classification: U79 D39
15
Working with trainee teachers on their use of digital technologies in the classroom. (English)
Math. Sch. (Leicester) 43, No. 3, 5-8 (2014).
Classification: U79 D39
16
Digital technology and mid-adopting teachers’ professional development: a case study. (English)
Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 189-212 (2014).
Classification: U70 D39 C70
17
Teaching with digital technology: obstacles and opportunities. (English)
Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 71-89 (2014).
Classification: U70 D30 C49
18
Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice. (English)
Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 373-393 (2014).
Classification: D20 U70 C70 C39 C49
19
Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course. (English)
J. Comput. Math. Sci. Teach. 33, No. 2, 233-250 (2014).
Classification: C39 D39
20
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