Search results for: Moore-Russo Deborah A.
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Using a Technology-Supported Approach to Preservice Teachers’ Multirepresentational Fluency: Unifying Mathematical Concepts and Their Representations
This article describes a project used GeoGebra applets to promote the concept of multirepresentational fluency among high school mathematics preservice teachers. The authors were interested to look at whether, and possibly how, such an intervention impacts preservice teachers. the authors conclude that these findings suggested that the impact of this intervention were quite promising. The authors argue that the simultaneous access to all registers of representation seemed to move preservice teachers’ perspectives significantly away from a strictly procedural focus and to a more concept-driven approach to thinking about and doing mathematics.
Updated: Feb. 18, 2018
Delving into the Meaning of Productive Reflection: A Study of Future Teachers’ Reflections on Representations of Teaching
The purpose of this study was to determine how productive future teachers were able to engage in reflections without instructor scaffolding when presented with animations of algebra instruction. The participants posted their reflections on an asynchronous, online discussion with no instructor scaffolding. The authors conclude that this study provides evidence that there are at least three dimensions to reflection: content, connectedness, and complexity. This study provides evidence that connectedness and complexity are not necessarily linked; one could be low while the other is high.
Updated: Jan. 07, 2015