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

Nicholas Kochmanski

Assistant Professor of Mathematics Education, UNC Greensboro

nmkochmansk@uncg.edu

 

In line with the Association of Mathematics Teacher Educator’s (2017) Standards for Preparing Teachers of Mathematics, a primary goal of most mathematics methods courses is to support pre-service teachers (PSTs) in developing instructional practices that research indicates can support students’ mathematical learning.

Dr. Madelyn W. Colonnese, University of North Carolina Charlotte, mcolonn1@uncc.edu

Ms. Julie Bacak, University of North Carolina Charlotte, jabacak@uncc.edu

Introduction

Cynthia D. Carson, University of Rochester, ccarson@warner.rochester.edu

Stephanie Martin, University of Rochester, smartin@warner.rochester.edu

 

Intro

Lara Jasien & Sharon Rendon

CPM Educational Program

 

At AMTE 2021, we presented a session in which we shared our findings on why and how particular socio-technological features support professionalizing shifts in teacher discourse during virtual PD.  Professionalizing discourse (Horn & Kane, 2019) stands in contrast to normalizing discourse (Horn & Little, 2010;

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


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).