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Design and Implementation Principles for Dynamic Interactive Mathematics Technologies

Design and Implementation Principles for Dynamic Interactive Mathematics Technologies

Thomas P. Dick, Gail F. Burrill
Copyright: © 2016 |Pages: 29
ISBN13: 9781522501206|ISBN10: 1522501207|EISBN13: 9781522501213
DOI: 10.4018/978-1-5225-0120-6.ch002
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MLA

Dick, Thomas P., and Gail F. Burrill. "Design and Implementation Principles for Dynamic Interactive Mathematics Technologies." Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, edited by Margaret Niess, et al., IGI Global, 2016, pp. 23-51. https://doi.org/10.4018/978-1-5225-0120-6.ch002

APA

Dick, T. P. & Burrill, G. F. (2016). Design and Implementation Principles for Dynamic Interactive Mathematics Technologies. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 23-51). IGI Global. https://doi.org/10.4018/978-1-5225-0120-6.ch002

Chicago

Dick, Thomas P., and Gail F. Burrill. "Design and Implementation Principles for Dynamic Interactive Mathematics Technologies." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, edited by Margaret Niess, Shannon Driskell, and Karen Hollebrands, 23-51. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0120-6.ch002

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Abstract

Design and implementation principles are described for choosing and using dynamic interactive mathematics technologies in support of mathematics learning and teaching. The design principles value technologies that enable meaningful and purposeful actions by students resulting in immediately visual consequences. The implementation principles emphasize using these technologies for important mathematics to pose rich tasks and ask good questions that demand sense making and reasoning and engage students in the mathematical practices. Illustrative examples are drawn from a collection of the Building Concepts dynamic interactive documents (available online) designed to support the teaching of mathematics consistent with the Progressions for the Common Core State Standards for Mathematical Content and Practices. Technological Pedagogical Content Knowledge (TPACK) provides a framework for considering how teachers' knowledge must be transformed to best realize the potential of these technologies, and to shape recommendations for professional development and directions for future research.

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