Tech Talk

Tech Talk is an informal blog for AMTE members, curated by our Technology Committee to support mathematics teacher education. Authors' opinions do not constitute official positions of AMTE.

Got an engaging technology resource?

Who: Any member of the AMTE community

What: Write a brief AMTE Tech Talk Blog

When: Now accepting new articles

Where: Submit here

How: Blog posts are typically 500 words

    tech talk blog

Welcome to the AMTE Tech Talk Blog!  The purpose of the blog is to provide a space for us, the members of AMTE, to share our success stories of technology integration in a variety of environments to see how the different tools are being used and the positive outcomes that resulted in our work with preservice and inservice teachers.  

Dawn Woods, Oakland University, dawnwoods@oakland.edu

Introduction

A primary learning goal across our teacher preparation program is to engage pre-service teachers (PSTs) in enacting justice-oriented teaching practices within increasingly comprehensive acts of teaching. In order to do this work, we purposefully design practice-based learning experiences where PSTs can learn to manage content, instructional practices, and equity issues by organizing this work around high-leverage practices (e.g., explaining and modeling content; eliciting and interpreting student thinking; orienting students to one another and content; leading a group discussion) (Ball & Forzani, 2009). High-leverage practices are not intended to be standalone know-how (Grossman, 2018), but offer guidance on how to navigate the complexities of the classroom since they are responsive to context (Kloser, 2014). We realize that these practices have the potential to oversimplify the complexity of teaching and may peripheralize equity and justice (Philip et al., 2018), so we intentionally foreground the political and humanizing dimensions of teaching and learning in order to work toward equitable practice that positively impacts classroom culture (Barton et al., 2020; Davis & Schaeffer, 2019).


Photo Credit: James Silvestri

Introduction

John W. Somers

University of Indianapolis

jsomers@uindy.edu

Introduction

Given the stay-at-home order and virtually teaching students during the pandemic, I tried to engage my students in mathematical inquiry via Zoom. What does such inquiry look like in an online environment? What research-based practices prove helpful? Below, I share a vignette of what happened in my undergraduate STEM course, and reflect on how I could have improved student learning and engagement through the Question Formulation Technique (QFT).

 

Problems of Practice

Stephanie Casey, Eastern Michigan University, scasey1@emich.edu

Rick Hudson, University of Southern Indiana, rhudson@usi.edu

Preservice mathematics teachers should become proficient with using technology tools when doing mathematics as well as when preparing for and supporting students’ learning of mathematics (Association of Mathematics Teacher Educators, 2017). CODAP (Common Online Data Analysis Platform) is a technology tool that can be used for both of these things in the area of statistical data analysis.

Discussion of Elementary Mathematics Online Resources

Lara K. Dick, Bucknell University

Amanda G. Sawyer, James Madison University

Emily J. Shapiro, Bucknell University

Tabitha A. Wismer, Bucknell University

Through our years teaching, we have seen an increase in the number of preservice teachers who turn to websites like Teachers Pay Teachers (TpT) and Pinterest when searching for lesson ideas. It is the same for practicing teachers. Many schools no longer have set mathematics curricula and even when they do, we know teachers supplement with activities found online. However, the mathematics education community has not focused on the quality of these resources.

Coding in Early Mathematics

Pearl Avari, University of Nebraska–Lincoln

Kelley Buchheister, University of Nebraska–Lincoln

In this digital generation, coding products have emerged as a new “hot item”, introducing programming skills to children through playful, hands-on tools. Effective uses of technology can enhance learning (Clements & Sarama, 2002), and incorporating mathematical discussions within children’s coding play, not only fosters children’s mathematical thinking, but these experiences make learning math fun (Gasteiger, 2015).

Ann Wheeler, Texas Woman's University, awheeler2@twu.edu

Lessons learned from using a robot and basic coding app for math activities in a middle school girls' camp. 

Steven Rhine, Pacific University, steverhine@pacificu.edu

A few apps that serve as virtual manipulatives for addressing algebra content with teachers and students.

Robert Wieman, Rowan University, wieman@rowan.edu

Some reasons why I use LessonSketch in my work with pre-service teachers.