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Articles 1 - 7 of 7
Full-Text Articles in Education
Characteristics Of Critical Friendship That Transform Professional Identity, Signe E. Kastberg, Melva R. Grant
Characteristics Of Critical Friendship That Transform Professional Identity, Signe E. Kastberg, Melva R. Grant
Teaching & Learning Faculty Publications
We met at CASTLE 2018, two trained mathematics teacher educators (MTEs), interested in mathematics, and teaching elementary mathematics methods to preservice teachers (PTs). Melva’s self-study research, focused on improving her online methods course, was approaching its second year and her second critical friend had lost interest in continuing. Melva invited Signe to be her critical friend (Schuck & Russell, 2005) and Signe agreed. Explicit expectations of our critical friendship included weekly meetings. Our critical friendship seemed to follow an expected trajectory for, “supporting/coaching the transformation of another’s teaching” (Stolle, et al., 2019, p. 20). However, there were implicit ways our …
Technologies To Enhance And Extend Children's Understanding Of Geometry: A Configurative Thematic Synthesis Of The Literature, Helen Crompton, Melva R. Grant, Khitam Y. H. Shraim
Technologies To Enhance And Extend Children's Understanding Of Geometry: A Configurative Thematic Synthesis Of The Literature, Helen Crompton, Melva R. Grant, Khitam Y. H. Shraim
Teaching & Learning Faculty Publications
Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the results of a configurative thematic synthesis of empirical studies and theoretical papers to show that dynamic geometry environments (DGEs: including 3D DGEs) and logobased environments were the main types of technologies used to support geometry learners. The results of this study also reveal that there are five main technological supports provided …
Research Trends In The Use Of Mobile Learning In Mathematics, Helen Crompton, Diane Burke
Research Trends In The Use Of Mobile Learning In Mathematics, Helen Crompton, Diane Burke
Teaching & Learning Faculty Publications
The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings emerged: (1) The primary purpose of most studies was to focus on evaluating mobile learning. (2) Case studies and experimental design were the main research methods. (3) Most studies report positive learning outcomes; (4) Mobile phones were the mobile device used …
Therapeutic Breathing Techniques And Disparity Across Student Performance In English And Mathematics, Abha Gupta, Shana Pribesh, Norou Diawara
Therapeutic Breathing Techniques And Disparity Across Student Performance In English And Mathematics, Abha Gupta, Shana Pribesh, Norou Diawara
Teaching & Learning Faculty Publications
This paper explores possible correlation between Therapeutic Breathing Techniques (TBT) and improved academic performance of low achieving students in elementary school. The intervention consisted of daily breathing exercises combining two forms of TBT, namely, deep breathing and alternate nostril breathing. A semester-long quantitative study with 85 second graders was conducted to investigate the impact of above intervention on English and mathematics scores. Following one semester of intervention, the gaps between the low and high achievers had narrowed and small but significant gain-scores were found for the low achievers who had practiced TBT. In contrast, in first and third grades, where …
Using Context-Aware Ubiquitous Learning To Support Students' Understanding Of Geometry, Helen Crompton
Using Context-Aware Ubiquitous Learning To Support Students' Understanding Of Geometry, Helen Crompton
Teaching & Learning Faculty Publications
In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde’s (2009), design-based research (DBR) methodology was used in this study. As a systematic yet flexible methodology, DBR utilizes an iterative cyclical process of design, implementation, analysis, and revision. Using this particular DBR methodology, a local instruction theory was developed that includes a set of exemplar curriculum activities and design guidelines for the development of context-aware ubiquitous …
Research Trends In The Use Of Mobile Learning In Mathematics, Helen Crompton, Diane Burke
Research Trends In The Use Of Mobile Learning In Mathematics, Helen Crompton, Diane Burke
Teaching & Learning Faculty Publications
The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings emerged: (1) The primary purpose of most studies was to focus on evaluating mobile learning. (2) Case studies and experimental design were the main research methods. (3) Most studies report positive learning outcomes; (4) Mobile phones were the mobile device used …
Mathematics In The Age Of Technology: There Is A Place For Technology In The Mathematics Classroom, Helen Crompton
Mathematics In The Age Of Technology: There Is A Place For Technology In The Mathematics Classroom, Helen Crompton
Teaching & Learning Faculty Publications
In today’s world of ubiquitous computing there are a number of technologies available to K-12 educators for teaching and learning mathematics. However, Koehler and Mishra (2008) have described how teaching and learning with such technologies presents a “wicked problem,” as it can involve a number of variables, independent of each other and contextually bound, that need to be brought together. This article highlights the advantages technology offers for mathematics education and looks at some of the reasons behind the poor uptake, such as teacher beliefs and lack of training. A number of solutions are offered to address these issues, including …