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Transform Your K-5 Math Class: Digital Age Tools to Spark Learning [Mīkstie vāki]

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  • Formāts: Paperback / softback, 140 pages, height x width x depth: 233x187x7 mm, weight: 312 g
  • Izdošanas datums: 31-Jan-2020
  • Izdevniecība: International Society for Technology in Education
  • ISBN-10: 1564848027
  • ISBN-13: 9781564848024
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  • Mīkstie vāki
  • Cena: 44,24 €
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Transform Your K-5 Math Class: Digital Age Tools to Spark LearningPalielināt
  • Formāts: Paperback / softback, 140 pages, height x width x depth: 233x187x7 mm, weight: 312 g
  • Izdošanas datums: 31-Jan-2020
  • Izdevniecība: International Society for Technology in Education
  • ISBN-10: 1564848027
  • ISBN-13: 9781564848024
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781564848024.html
Keywords:
Through detailed lessons and examples, discover how to integrate technology in K-5 math to amplify and enhance your mathematics teaching and drive student learning.

Instead of drill-and-practice apps and worksheets, what if technology enabled exploration of math concepts? Instead of screens for disconnected individual learning, what if technology fostered mathematical discourse and collaboration? Instead of a one-size-fits-all approach to teaching mathematics, what if we used technology to differentiate to meet students’ diverse needs?

Technology has the power and potential to support the teaching and learning of math content at all grade levels, but the presence of technology is insufficient unless it’s paired with effective teaching practices and meaningful content. This book poses and unpacks the above questions and many more, with examples that illustrate how to integrate technology in the K-5 math classroom, highlighting opportunities to transform mathematics teaching through strategic technology use.

The book:
  • Illustrates two contrasting examples in each chapter, including transcripts of sample class conversations, mathematical tasks, illustrations of student work and reflection and discussion prompts.
  • Features discussion of research-based ideas relating to the contrasts presented in the chapters, encouraging readers to connect what they learn from the specific cases with the research on these topics.
  • Covers a variety of mathematics content areas such as functions and algebraic thinking, geometry and measurement, and data and statistics.
  • Provides strategies for implementing the concepts in class, with ideas and examples of tools based not on how they look but what they can do in your mathematics teaching.

Today’s technology offers more possibilities than ever for supporting students in mathematics. This book draws upon the latest research in technology and math education, while providing tools to incorporate effective strategies into curriculum right away.
Introduction 1(4)
Connecting Classroom Practice with Research
1(1)
Instead of..., What if...?
2(3)
1 Considerations and Challenges for Integrating Technology in Math Teaching
5(8)
What Is School Math?
6(3)
Standards for Technology and Math
9(4)
2 Moving from Gimmichs to Tools for Teaching Rich Math
13(16)
Technology as a Motivational Tool
14(1)
Teaching Practices that Support Math Learning
14(7)
What Does the Research Say?
21(2)
Reflecting on Technology in Math Teaching
23(2)
Recommendations for Practice
25(2)
Connecting Cases with Standards
27(2)
3 Moving from Individualized Instruction to Technology for Collaborative Learning
29(20)
Technology as a Collaborative Tool
30(1)
Teaching Practices that Support Math Learning
30(10)
What Does the Research Say?
40(2)
Reflecting on Technology in Math Teaching
42(2)
Recommendations for Practice
44(2)
Connecting Cases with Standards
46(3)
4 Moving from Assessing What Students Know to Eliciting How Students Understand
49(16)
Leveraging Students' Mathematical Understanding
50(8)
What Does the Research Say?
58(2)
Reflecting on Technology in Math Teaching
60(2)
Recommendations for Practice
62(1)
Connecting Cases with Standards
63(2)
5 Moving from Teacher-Centred to Student-Centered Instruction
65(1)
Technology as a Representational Tool
66(1)
Empowering Student-Driven Math Learning
66(7)
What Does the Research Say?
73(2)
Reflecting on Technology in Math Teaching
75(2)
Recommendations for Practice
77(2)
Connecting Cases with Standards
79(2)
6 Moving from Technolgy for its Own Sake to Technology for Rich Math Learning
81(20)
Technology as an Educational Tool
82(1)
Teaching and Learning Math with Technology
82(10)
What Does the Research Say?
92(2)
Reflecting on Technology in Math Teaching
94(2)
Recommendations for Practice
96(2)
Connecting Cases with Standards
98(3)
7 A Tool for Integrating Technology into Your Math Classroom
101(26)
References
105(14)
Iste Standards
119(1)
Iste Standards for Students
119(3)
Iste Standards for Educators
122(5)
Index 127
Amanda Thomas, Ph.D., is an assistant professor of mathematics education in the Department of Teaching, Learning and Teacher Education at University of NebraskaLincoln. She received her doctoral degree in 2013 from the University of MissouriColumbia. Her research focuses on teachers use of mobile technology in elementary mathematics classrooms. Shes also interested in STEM education and supporting teachers in innovative STEM integration.