How We Are Preparing Secondary Mathematics Teachers to Teach With Technology: Findings From a Nationwide Survey

McCulloch, Allison W.; Leatham, Keith R.; Lovett, Jennifer N.; Bailey, Nina G.; Reed, Samuel D.

doi:10.5951/jresematheduc-2020-0205

Cited by 5 publications

(5 citation statements)

References 2 publications

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“…The remaining completed responses (n = 26 or 38% of targeted participants) were included in the results of this study. This response rate is higher than response rates of recent national, online surveys of teacher educators, which ranged from 30% to 31.7% (e.g., Flockton & Cunningham, 2021;Kyzar et al, 2019;McCulloch et al, 2019).…”

Section: University Surveymentioning

confidence: 61%

The Nature and Extent of Special Education Law in Teacher Preparation

Markelz

Nagro

Szocik

et al. 2021

Teacher Education and Special Education: The Journal of the Tea

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The purpose of this study was to examine the nature and extent that undergraduate special education programs teach special education law. Extant data from the state department of education websites and a sample of university department webpages ( n = 67) were analyzed to identify educational requirements. In addition, a sample of faculty representatives ( n = 26) were surveyed to triangulate extant data and provide their perceptions on special education law topics in their undergraduate programs. Results suggest universities are superseding legislative requirements, yet there is substantial variability in the decision-making that universities take to teach special education law. Faculty reported high priority for special education law topics but noted a moderate ability for preservice teachers to connect the importance of special education law to their success as educators. The authors discuss their findings and present implications for the field regarding special education law and the preparation of teachers.

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Section: University Surveymentioning

confidence: 61%

The Nature and Extent of Special Education Law in Teacher Preparation

Markelz

Nagro

Szocik

et al. 2021

Teacher Education and Special Education: The Journal of the Tea

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“…Literature research reveals numerous theoretical frameworks addressing more or less extensive aspects of integrating technology into mathematics education. McCulloch et al (2021) analyzed and structured several theories into four framing categories (see previous section); with this in mind, our study focuses on the "design and evaluation of mathematics technology tools and tasks" (p. 331) and we start with our central model -the DGTA framework that will form the basic structure of our model. Trocki and Hollebrands (2018) found that technology-based, dynamic geometry tasks, in which technological actions are coordinated with mathematical tasks, have a higher potential to stimulate students to think mathematically.…”

Section: The Adaptation Of the Dgta Framework -Theoretical Backgroundsmentioning

confidence: 99%

“…There already exist various theoretical frameworks or models to assess different aspects of digital resources; for example, McCulloch et al (2021) provide a structured overview of frameworks about learning mathematics with technology organizing them within four related categories based on different perspectives of technology use: (i) students' learning with technology, (ii) teachers' design and evaluation of tools and tasks, (iii) teachers' use of technology for teaching, and (iv) teachers' learning to use technology for teaching mathematics. With this research project, the focus lies on frameworks for designing and evaluating digital tasks.…”

mentioning

confidence: 99%

“…With this research project, the focus lies on frameworks for designing and evaluating digital tasks. Relevant for this study is the second category, in which McCulloch et al (2021) summarize the following frameworks: Sinclair's (2003) design principles for pre-constructed dynamic geometry sketches; the Interactive Geometry Software (IGS) framework (Sherman & Cayton, 2015); the Dynamic Geometry Task Analysis framework (DGTA) by Trocki and Hollebrands (2018); evaluating digital tools by their pedagogical, mathematical, and cognitive fidelity (Dick, 2008); and the Digital Instructional Materials (DIM) framework (Thomas & Edson, 2019). In essence, these frameworks and design principles are either too general to support teachers in designing concrete digital tasks or they are narrowing down the focus on the topic of (dynamic) geometry tasks.…”

mentioning

confidence: 99%

“…Overview of frameworks for teachers' design and evaluation of digital tools and tasks summarized and assessed fromMcCulloch et al (2021) …”

mentioning

confidence: 99%

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Developing the Digital Task Analysis (DTA) framework to enable the assessment and redesign of digital resources in mathematics education

Lindenbauer¹,

Infanger²,

Lavicza³

2023

j. math. educ.

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Digital task design is an important issue when integrating technology into mathematics education. However, existing frameworks often are not fine-grained enough for supporting teachers in designing tasks or they only focus on geometric topics. In this paper, we share a case study as the first cycle of our design-based research study that aims to extend and adapt the well-known Dynamic Geometry Task Analysis framework for analyzing further digital materials. The adapted framework is named Digital Task Analysis (DTA) model and can be utilized to analyze, modify, and design digital materials from other mathematical topics. The model focuses on supporting teachers in integrating two essential aspects within digital materials, namely creating cognitively stimulating tasks and exploiting added value of technology. In this paper, we present the first analyses of three cases representing digital materials including visualizations addressing lower secondary mathematics following the DTA model. The results show that the presented DTA model is suitable to analyze such digital materials and has the potential to support teachers in designing, assessing, and modifying digital tasks that support learners in focusing their attention on mathematically relevant aspects of digital resources, and in deepening their awareness of how to formulate targeted tasks for learners.

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Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers

Morales-López,

Breda,

Font

2024

INT J EDUC METHODOL

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This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from the other model’s perspective. It was noted that the DMKC model allows for a broad analysis of the class but has limitations in assessing technology and the teacher's technological knowledge, while TPACK’s emphasis is on technology and teacher knowledge but does not explicitly address mathematical interaction or affective aspects. It is concluded that combining the TPACK model and the DSC of the DMKC model can generate more complete tools to reflect on online math classes and consequently allow for a comprehensive evaluation that covers both the mathematical content and the technological and pedagogical skills of the teacher.

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How We Are Preparing Secondary Mathematics Teachers to Teach With Technology: Findings From a Nationwide Survey

Cited by 5 publications

References 2 publications

The Nature and Extent of Special Education Law in Teacher Preparation

The Nature and Extent of Special Education Law in Teacher Preparation

Developing the Digital Task Analysis (DTA) framework to enable the assessment and redesign of digital resources in mathematics education

Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers

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