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Effective mathematics teaching is required to improve mathematics education. The experience that the teachers provide shape the students' understanding and their ability to use mathematics in their daily lives. This research study was carried out by a few UCF faculty members, as well as some from other colleges and universities. It focused on pre-service elementary school teachers and their ability to contextualize and decontextualize fraction subtraction problems by both writing problems and choosing problems that support given expressions.

In the article, it states that, "teachers of social studies content are less likely than teachers of other content areas to utilize technology in their classroom." This research study (carried out by a UCF faculty member) focuses on how a technology coordinators' beliefs towards technology, instruction, and students impacted how technology was used during a technology-enriched project with a group of fourth grade students. It was found that the coordinator's beliefs did in fact directly impact how technology was used.

Pan, C., & Thompson, K. (2009). Exploring dynamics between instructional designers and higher education faculty: An ethnographic case study. Journal of Educational Technology Development and Exchange, 2(1), 33-52.