Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age

Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age

Margaret Niess (Oregon State University, USA), Shannon Driskell (University of Dayton, USA) and Karen Hollebrands (North Carolina State University, USA)
Release Date: April, 2016|Copyright: © 2016 |Pages: 679
ISBN13: 9781522501206|ISBN10: 1522501207|EISBN13: 9781522501213|DOI: 10.4018/978-1-5225-0120-6

Description

The digital age provides ample opportunities for enhanced learning experiences for students; however, it can also present challenges for educators who must adapt to and implement new technologies in the classroom.

The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age is a critical reference source featuring the latest research on the development of educators’ knowledge for the integration of technologies to improve classroom instruction. Investigating emerging pedagogies for preservice and in-service teachers, this publication is ideal for professionals, researchers, and educational designers interested in the implementation of technology in the mathematics classroom.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Digital Instructional Materials
  • Distance Technologies
  • Formative Assessment
  • Inquiry-Based Games
  • Online Animation Platforms
  • Online Discussion Blogs
  • TPACK Framework

Reviews and Testimonials

Researchers and practitioners of mathematics education explain how instructors of mathematics teachers must and can think beyond their own backgrounds in order to incorporate current and emerging technologies into their efforts to prepare students to teach mathematics. Their topics include design and implementation principles for dynamic interactive mathematics technologies, documenting a developing vision of teaching mathematics with technology, prospective teachers incorporating technology in mathematics lesson plans, designing elementary mathematics games using effective mathematics teaching practices, and a reconstructed conception of learner engagement in technology-rich online learning environments.

– ProtoView Reviews

This well-researched and presented volume, aimed at teacher educators and K-12 administrators responsible for professional development, is highly recommended for all academic libraries supporting teacher education programs, graduate students, and faculty

– Rosanne M. Cordell, Librarian and head of reference, Indiana University South Bend, for American Reference Books Annual

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses on integrating technology in teaching science and mathematics and the knowledge teachers require for integrating technologies in their teaching –TPACK. She has authored multiple peer-reviewed journals and chapters including multiple teacher preparation books. She directed the design, implementation, and evaluation of an online Master of Science program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research from this program explores the effectiveness of social metacognitive constructivist learning trajectory in online graduate coursework. She is an editor of an upcoming IGI Handbook of Research on Teacher Education in the Digital Age. She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE), currently serves as chair for the American Educational Research Association’s SIG-TACTL (Technology as a Change Agent in Teaching and Learning.

Shannon Driskell is a Professor of Mathematics Education in the Department of Mathematics at the University of Dayton. She received her PhD from the University of Virginia after serving as a high school mathematics teacher in Ohio and as a middle school mathematics teacher in North Carolina. She teaches undergraduate and graduate mathematics content courses for preservice and inservice teachers. She has been a member of the Association of Mathematics Teacher Educators (AMTE) technology committee and multiple conference program committees, and served as Program Committee Chair of the AMTE Eighteenth Annual Conference in 2014. Her research focuses on the use of technology to support teaching and learning of mathematics, mathematical content knowledge for teaching, Technological Pedagogical Content Knowledge (TPACK), and teacher professional development.

Karen Hollebrands is Professor of Mathematics Education at North Carolina State University where she teaches undergraduate and graduate courses in mathematics education. Her research focuses on the use of technology in the teaching and learning of mathematics, with a particular emphasis on geometry and dynamic geometry software programs. She has authored multiple peer-reviewed journal articles and book chapters and co-edited several books focused on the use of technology in the teaching and learning of mathematics. For more than ten years, she has received funding to support projects to create and disseminate curricula materials for preparing teachers to teach mathematics with technology. In addition, she has served on and chaired committees for the National Council of Teachers of Mathematics, the Association of Mathematics Teacher Educators, and the Psychology of Mathematics Education - North America Chapter.

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