Dynabook: A Digital Resource for Preservice Mathematics Teachers - 2 views

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  #1 Bonnie Sutton on 03 Apr 12

   

  Jeremy Roschelle, John Brecht, Jennifer Knudsen, Teresa Lara-Meloy, Charles Patton, Ken Rafanan,Patti Schank, Anna Werner
  
  This project is developing and conducting initial tests of a highly innovative interactive digital textbook to enhance middle grades mathematics teachers' understanding of core concepts in proportionality and their understanding of ways that technology can be used to enhance instruction.
  
  As part of their preservice program, teachers will experience a flexible, responsive digital textbook that supports their reflective, thoughtful engagement with central middle school mathematics content. The textbook will feature research-based digital enhancements that deepen mathematics learning, including the use of embedded dynamic representations to develop conceptual understanding. Preservice instructors will delight in using the digital textbook to foster teachers' development of pedagogical content knowledge as well as their understanding of exemplary uses of technology in mathematics teaching. The digital textbook will rapidly become preservice instructors' preferred resource for fostering teachers' repertoire of techniques for working constructively with diverse students, including those who do not readily learn difficult mathematics or have special needs.
  
  The research basis for our digital textbook development will build upon principles of Universal Design for Learning (UDL) and the concept of Technological Pedagogical Content Knowledge (TPCK). The principles of UDL provide a potentially transformative approach to unifying best practices across special needs and general populations of students who struggle with challenging content (Rose & Meyer, 2006). Our design research is expanding the application of UDL from reading to mathematics and addressing the important problem of improving the preparation of preservice teachers to teaching mathematics in diverse classrooms.
  
  The construct of TPCK expands what it means to be a "well- prepared teacher of mathematics" to embrace technological knowledge, as well as content and pedagogical knowledge (Mishra & Koehler, 2006). Action research at SFSU and SDSU will explore how using the digital textbook with preservice teachers can enhance their knowledge of synergies among content, pedagogy and technology in teaching middle school mathematics for conceptual understanding as well as procedural skill.
  
  9/2009 - 8/2012 (current)
  
  Funders & Clients
  
  National Science Foundation
  
  Partners
  
  Boo Murray
  Center for Applied Special Technology (CAST)
  Janet Bowers
  San Diego State University
  Susan Courey
  San Francisco State University
  Research Areas
  
  Learning Environments
  Teacher Learning
  
  Keywords
  
  mathematics
  Pre-service
  teacher preparation
  technology
  Universal Design for Learning

   

  <div class="cArrow"> </div><div class="cContentInner">Jeremy Roschelle, John Brecht, Jennifer Knudsen, Teresa Lara-Meloy, Charles Patton, Ken Rafanan,Patti Schank, Anna Werner <br /> <br /> This project is developing and conducting initial tests of a highly innovative interactive digital textbook to enhance middle grades mathematics teachers' understanding of core concepts in proportionality and their understanding of ways that technology can be used to enhance instruction. <br /> <br /> As part of their preservice program, teachers will experience a flexible, responsive digital textbook that supports their reflective, thoughtful engagement with central middle school mathematics content. The textbook will feature research-based digital enhancements that deepen mathematics learning, including the use of embedded dynamic representations to develop conceptual understanding. Preservice instructors will delight in using the digital textbook to foster teachers' development of pedagogical content knowledge as well as their understanding of exemplary uses of technology in mathematics teaching. The digital textbook will rapidly become preservice instructors' preferred resource for fostering teachers' repertoire of techniques for working constructively with diverse students, including those who do not readily learn difficult mathematics or have special needs. <br /> <br /> The research basis for our digital textbook development will build upon principles of Universal Design for Learning (UDL) and the concept of Technological Pedagogical Content Knowledge (TPCK). The principles of UDL provide a potentially transformative approach to unifying best practices across special needs and general populations of students who struggle with challenging content (Rose & Meyer, 2006). Our design research is expanding the application of UDL from reading to mathematics and addressing the important problem of improving the preparation of preservice teachers to teaching mathematics in diverse classrooms. <br /> <br /> The construct of TPCK expands what it means to be a "well- prepared teacher of mathematics" to embrace technological knowledge, as well as content and pedagogical knowledge (Mishra & Koehler, 2006). Action research at SFSU and SDSU will explore how using the digital textbook with preservice teachers can enhance their knowledge of synergies among content, pedagogy and technology in teaching middle school mathematics for conceptual understanding as well as procedural skill. <br /> <br /> 9/2009 - 8/2012 (current) <br /> <br /> Funders & Clients <br /> <br /> National Science Foundation <br /> <br /> Partners <br /> <br /> Boo Murray <br /> Center for Applied Special Technology (CAST) <br /> Janet Bowers <br /> San Diego State University <br /> Susan Courey <br /> San Francisco State University <br /> Research Areas <br /> <br /> Learning Environments <br /> Teacher Learning <br /> <br /> Keywords <br /> <br /> mathematics <br /> Pre-service <br /> teacher preparation <br /> technology <br /> Universal Design for Learning</div>

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