Abstract
In this chapter, the authors describe the technology-enhanced activities intended to transform the ways elementary mathematics teachers provide instruction to their students during a time of distance learning and potentially beyond. Recognizing instruction would take place in a variety of formats, The Math Learning Center supported teachers by providing resources that allow them to continue to engage students in the 4Cs—critical thinking, creative thinking, communicating, and collaborating—even in distance-learning environments. More specifically, the authors describe the alignment between the design of the technology-enhanced activities (TEAs) and the 4Cs as well as how the flexibility built into the TEAs provides opportunities for teachers to employ their technological pedagogical content knowledge as they make decisions for implementation in their specific contexts. Results from surveys and teacher interviews influenced the organization's plans for future research and development opportunities.
TopBackground
This section describes the framework informing the design for this work–specifically the design of both the Bridges in Mathematics (2015) curriculum materials and the technology-enhanced activities (TEAs).
Key Terms in this Chapter
Seesaw: A freely available web-based environment designed for interaction among teachers, students, and families.
Technology-Enhanced Activities: Digital instruction activities following a three-part design, intended to engage students in mathematical discourse, reasoning, problem-solving, and interaction between students and teachers even in remote or distance learning environments.
Technological Pedagogical Knowledge: The integration of technological and pedagogical knowledge such as knowing ways to use technology to support student engagement, communication, and collaboration.
Technological Content Knowledge: The integration of technological and content knowledge such as knowing the math and the math-related apps and technology tools to support exploration of and communication about mathematical content.
Technological Pedagogical Content Knowledge: The integration of technological, pedagogical, and content knowledge such as knowing how to support student exploration and communication of mathematical concepts when using math apps.
Bridges in Mathematics: A Pre-K through Grade 5 reform-oriented standards-based curriculum published by The Math Learning Center.
Math Learning Center: A nonprofit organization providing mathematics professional development and publishing curriculum materials and resources.
Google Suite: A freely available set of web-based tools (i.e., Slides, Docs, Forms, Jamboards) for collaborative presenting, word-processing, and more.