Prospective and current secondary mathematics teachers’ criteria for evaluating mathematical cognitive technologies

“…The lens of teacher noticing has also been applied to teacher noticing of technology‐enhanced math tasks (e.g., Smith et al, 2017; Yeo & Webel, 2019). This area of research builds on work related to curricular noticing (Dietiker et al, 2018) and focuses on noticing to evaluate technology tasks for teaching mathematics.…”

Section: Technology and Teacher Noticingmentioning

confidence: 99%

“…Smith et al (2017) developed the Mathematical Cognitive Technology Noticing Framework to examine how teachers notice when evaluating technology‐enhanced math tasks. Building on curricular noticing, they used attending, interpreting, and responding to describe teachers' evaluation.…”

Section: Technology and Teacher Noticingmentioning

confidence: 99%

“…Yeo and Webel (2019) extended this work to consider how PSTs notice technology resources when they see students engaged with the resources. Though they asked PSTs to watch students engage with the technology, the focus was on the technology itself (i.e., attending, interpreting, and responding as described by Smith et al, 2017). Yeo and Webel found that watching students engage with the technology resource definitely influenced PSTs' interpretation and ultimate response—sometimes positively and other times negatively.…”

Section: Technology and Teacher Noticingmentioning

confidence: 99%

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A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments

McCulloch,

Dick,

Lovett

2023

School Sci & Mathematics

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The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology‐mediated environments (i.e., using technology‐enhanced math tasks) because it requires attending to and interpreting students' engagement with technology. Current frameworks implicitly assume the practice includes noticing the ways students use tools (including technology tools) in their work, but do not explicitly highlight the role of the tool. While research has shown that using these frameworks supports preservice secondary mathematics teachers (PSTs) developing noticing practices, it has also shown that PSTs largely overlook students' technology engagement when they are working on technology‐enhanced tasks (Journal for Research in Mathematics Education, 2010; 41(2):169–202). In this article, we describe our adaptation of Jacobs et al.'s framework for teacher noticing student mathematical thinking to include a focus on making students' technology‐tool engagement explicit when noticing in technology‐mediated environments, the Noticing in Technology‐Mediated Environments (NITE) framework. We describe the theoretical foundations of the framework, provide a video case example, and then illustrate how the framework can be used by mathematics teacher educators to support PSTs' noticing when students are working in technology‐mediated environments.

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“…The rapid development of technology has an impact on the world of education, creating expectations to integrate ICT into the classroom; this can change conventional learning styles (directs-teaching & learning) into constructivist learning (Donnelly, McGarr, & O'Reilly, 2011;Hismanoglu, 2012;Lin, Wang, & Lin, 2012;Smith, Shin, & Kim, 2017). ICT-assisted learning is an effective and efficient way of building knowledge so that it helps teachers create a modern learning context (Eyyam & Yaratan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Marginal Region Mathematics Teachers’ Perception of Using Ict Media

Pradipta

Perbowo

Nafis

et al. 2021

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The article presents a marginal region of mathematics teachers' perception of ICT as learning media and the type of ICT media used in mathematics classroom. A survey was designed including two domains: the usability and the importance of ICT. A questionnaire was administered to 84 mathematics teachers in marginal regions. The respondents were chosen conveniently based on their accessibility and availability. About 50% of marginal region mathematics teachers do not use ICT in teaching. The most common media used is Microsoft Office software to present teaching materials from internet or digital sources. Using Rasch model, the data show that mathematics teachers' perception of the usage and importance of ICT as a media of mathematics learning can be categorized as 'medium' level. Mathematics teachers in the marginal regions consider ICT as mathematics learning media to be fairly important.

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Prospective and current secondary mathematics teachers’ criteria for evaluating mathematical cognitive technologies

Cited by 4 publications

References 15 publications

Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19

Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19

A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments

Marginal Region Mathematics Teachers’ Perception of Using Ict Media

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