Contemporary Issues in Technology and Teacher Education (CITE Journal)

Recent Issues

VOLUME 22 ISSUE 1

Title: Representations of Practice Used in Mathematics Methods Courses
by Christine K. Austin & Karl W. Kosko
Full Article
This preliminary study explored how many representations of standard videos, animations/comics, and 360 videos are being used in mathematics methods courses to teach future teachers. Drawing on knowledge from prior studies on standard videos, this study aimed to address the gaps in literature to encompass other representations that are being utilized and obtained. Analyses show that standard videos are the primary medium being used to teach future teachers in math methods, followed by animations/comics, and then 360 videos. Findings suggest that teacher educators are more likely to use a medium that they are more familiar with than a medium with greater perceived usefulness. Further, findings indicate that teacher educators perceived usefulness and frequency of use as not related to their level of familiarity with all representation types, suggesting more factors are at play.

VOLUME 21 ISSUE 4

The Effects of Robotics Professional Development on Science and Mathematics Teaching Performance and Student Achievement in Underserved Middle Schools

by Alex Fegely, Joseph Winslow, Cheng-Yuan Lee & Louis J. Rubbo

Full Article

This article reports findings from an exploratory study investigating the effects of robotics professional development sessions in underserved middle schools in the southeastern United States. Eleven middle-level science and mathematics teachers from a high-needs school district received year-long training in robotics technology and instructional integration. Teacher-participants were evaluated on their problem-solving abilities, critical thinking strategies, robotics knowledge, content knowledge, and instructional design through teaching observations and pre/post robotics teaching competency surveys. Student performance was measured by comparing student-participants’ mathematics score growth on a standardized test against nationally normed control group samples. Results from teacher-participants (N = 11) indicated that they significantly improved their robotics teaching competencies and demonstrated measurable gains in numerous teaching performance indicators. Results from student-participants (N = 291) revealed they experienced mathematics growth at a higher percentage than their control group counterparts at each grade level. Sixth graders improved at a year change rate higher than the control sample to match the national norm mean on the posttest. Seventh graders experienced a year change rate and posttest mean far exceeding the control group that approached the national norm. Eighth graders improved at a year change rate that exceeded the control group but was beneath the national norm.

VOLUME 21 ISSUE 3

Comparison of Peer-to-Peer and Virtual Simulation Rehearsals in Eliciting Student Thinking Through Number Talks

by Carrie Lee, Tammy Lee, Daniel Dickerson, Ricky Castles, & Paul Vos

Full Article

Structures such as rehearsals have been designed within mathematics education to engage teacher candidates in deliberate practice of specific teaching episodes before enacting within classroom settings. Current research has analyzed traditional rehearsals that involve peers acting as K-12 students as the teacher candidate facilitates an activity; however, innovative technologies such as virtual simulation software—Mursion® (developed as TeachLivE™)—offer new opportunities to use student avatars in this context. This work explores the use of rehearsals within virtual simulations as compared to traditional rehearsals by using (nonpooled) two-sample, t-tests to compare changes in the control and comparison groups regarding their use of eliciting strategies. Similarity of the groups in how they develop eliciting strategies presents evidence that virtual simulations have the potential to provide comparable contexts for rehearsals. At the same time, the specific differences between groups prompts further examination of the contexts and patterns in discussion to better understand what is influencing differential change. 

Professional Development Supporting Teachers’ Implementation of Virtual Manipulatives

by Lindsay Reiten

Full Article

Supporting teachers’ implementations of technology in the classroom is a critical and longstanding issue in mathematics education. As access to various technology resources grows, a need exists for professional development opportunities that prepare teachers to integrate technology effectively to support students’ mathematical learning opportunities. Virtual manipulatives (VMs) are one technology tool receiving increased attention. Despite the benefits to student learning, secondary mathematics teachers use VMs less frequently than elementary teachers. Therefore, this study investigated a professional development opportunity aimed at supporting middle and high school mathematics teachers’ implementation of VMs. Findings indicate two tools (a repository of resources and a task analysis framework) supported teachers as they prepared to implement VMs and tasks. Additionally, teachers were further supported via time for active learning (teachers interacting with VMs related to their upcoming instructional units) and collaborative planning.

VOLUME 21 ISSUE 2

Theoretically Framing the Pedagogy of Learning to Teach Mathematics With Technology

by Allison McCulloch, Keith Leatham, Nina Bailey, Charity Cayton, Kristen Fye, & Jennifer Lovett

Full Article

Frameworks can influence the work of mathematics teacher educators (MTEs) in many different ways. Frameworks can suggest a structure around which MTEs design instruction, provide a common language for communicating with prospective teachers, and support prospective teachers as they design their own instruction. This paper reports findings related to the frameworks that MTEs are currently using in their work of preparing secondary mathematics teachers to teach with technology. Findings include a list of 17 frameworks, which fall into four categories with respect to their framing: (a) how students use and learn with technology, (b) the design and evaluation of technology tools and tasks, (c) how teachers use technology, and (d) how teachers learn to use technology. The individual frameworks within each category are discussed and implications for mathematics teacher educators are presented. Implications include a critical discussion of what is missing among the frameworks and challenges for the field.

 

VOLUME 21 ISSUE 1

When Robots Invade the Neighborhood: Learning to Teach PreK-5 Mathematics Leveraging Both Technology and Community Knowledge

by Frances Harper, Zachary Stumbo, and Nicholas Kim 

Full Article

This study explored how prospective elementary teachers developed mathematics teaching that used the cultural, linguistic, and cognitive resources from home and community settings to promote learning school mathematics with robotics. Drawing on lesson planning artifacts and written reflections following lesson enactments, the authors describe how prospective teachers made progress toward more equitable mathematics teaching by connecting mathematics learning and robotics, leveraging community funds of knowledge in mathematics instruction with robotics, and designing for transdisciplinary connections. Analyses showed how robotics can support planning for a range of elementary mathematics concepts – including counting, multiplicative reasoning, distance, and sequence – and may encourage leveraging students’ sense of place to make mathematics learning more accessible for every student. These findings suggest that mathematics teacher educators and teachers should consider using innovative tools not typically seen in classrooms, such as robotics, in mathematics instruction as they work to support a focus on reasoning and sense making and make connections to children’s community and cultural funds of knowledge.