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Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge
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Author(s): Stephen J. Pape (University of Florida, USA), Karen E. Irving (The Ohio State University, USA), Clare V. Bell (University of Missouri-Kansas City, USA), Melissa L. Shirley (University of Louisville, USA), Douglas T. Owens (The Ohio State University, USA), Sharilyn Owens (Appalachian State University, USA), Jonathan D. Bostic (University of Florida, USA)and Soon Chun Lee (The Ohio State University, USA)
Copyright: 2012
Pages: 24
Source title:
Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches
Source Author(s)/Editor(s): Robert N. Ronau (University of Louisville, USA), Christopher R. Rakes (University of Louisville, USA)and Margaret L. Niess (Oregon State University, USA)
DOI: 10.4018/978-1-60960-750-0.ch008
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Abstract
Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to understanding. We theorize four principles of effective mathematics instruction incorporating CCT based on examination of teachers’ use of CCT within their Algebra I classrooms across four years. Effective implementation of CCT is dependent upon (1) the creation and implementation of mathematical tasks that support examination of patterns leading to generalizations and conceptual development; (2) classroom interactions that focus mathematical thinking within students and the collective class; (3) formative assessment leading to teachers’ and students’ increased knowledge of students’ present understandings; and (4) sustained engagement in mathematical thinking. Each of these principles is discussed in term of its implications for teacher knowledge.
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