Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2021-07-03 DOI:10.1080/07380569.2021.1953367

Adria Patthoff, J. Castillo, Alejandra Treviño

{"title":"Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse","authors":"Adria Patthoff, J. Castillo, Alejandra Treviño","doi":"10.1080/07380569.2021.1953367","DOIUrl":null,"url":null,"abstract":"Abstract Teachers’ beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers’ use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers’ instruction and, subsequently, student learning. This case study highlights three teachers’ beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers’ reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students’ understanding and application of mathematical concepts, processes, and proficiencies.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"161 - 188"},"PeriodicalIF":1.2000,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2021.1953367","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Abstract Teachers’ beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers’ use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers’ instruction and, subsequently, student learning. This case study highlights three teachers’ beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers’ reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students’ understanding and application of mathematical concepts, processes, and proficiencies.

查看原文本刊更多论文

双语教师利用技术促进数学话语

教师的信念、专业发展、获得硬件/软件和教学环境都会影响教师对技术的使用(Ertmer et al.， 2012;González-Carriedo & Esprívalo Harrell, 2018;Ottenbreit-Leftwich et al.， 2010)。前三个因素已经得到了广泛的研究，但是对教师的教学环境，特别是那些在不太常见的环境中工作的教师的教学环境的额外研究，可能会增强我们对技术如何影响教师教学以及随后影响学生学习的认识。本个案研究着重介绍了三位教师在公立双语小学中运用科技来加强数学学习和数学话语的信念和实践。通过访谈、视频录制课程和研讨会讨论，研究人员调查了教师为什么以及如何利用技术来提高双语课程中的数学学习。分析表明，教师的推理和技术使用寻求增加话语的机会，话语是数学实践的重要组成部分(国家州长协会最佳实践中心，2010年)，加强双语学生对数学概念、过程和熟练程度的理解和应用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.