Pedagogical Content Knowledge

Developing symbol sense for the minus sign

Pedagogical Content Knowledge
Middle

Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign. Teachers can support students in developing robust understanding of each interpretation of the minus sign, and associated symbol sense, so that they can move among the meanings and can recognize and use each meaning seamlessly.

Access Link: 
http://www.sci.sdsu.edu/CRMSE/projectz/documents/Developing%20Symbol%20Sense%20f...
Author/Presenter: 
Bishop, Jessica
Lamb, Lisa
Year: 
2011
Short Description: 

Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign. Teachers can support students in developing robust understanding of each interpretation of the minus sign, and associated symbol sense, so that they can move among the meanings and can recognize and use each meaning seamlessly.

Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.

ABSTRACT:

Author/Presenter: 
Yael Kali
Lina Markauskaite
Peter Goodyear
Mary-Helen Ward
Lead Organization(s): 
University of Haifa
University of New South Wales
Year: 
2011
Resource(s): 
PDF icon Kali.Markauskaite.Goodyear.Ward_2011_Bridging multiple expertise.pdf

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.

Author/Presenter: 
Yael Kali
Lina Markauskaite
Peter Goodyear
Lead Organization(s): 
University of New South Wales
University of Haifa
Year: 
2011
Resource(s): 
PDF icon Kali.Goodyear.Markauskaite_2011_Researching design practices.pdf

How can coaching knowledge be measured?

Submitted by James Burroughs on

Presenter(s): 
Elizabeth A. Burroughs
David A. Yopp
John T. Sutton
Contact Info: 
emc@math.montana.edu
Year: 
2010
Month: 
December
File: 
PDF icon EMC_Presentation_NSF_12.01.10.pdf
Discipline / Topic: 
Classroom Practice
Mathematics
Pedagogical Content Knowledge
Teacher Practice
Target Audience: 
Elementary School
Middle School
Presentation Type: 
Poster

Training Teachers in the Effective Mathematical and Pedagogical Uses of Software: Perspectives from the Dynamic Number and Dynamic Geometry in Classrooms Projects

Disciplinary Content Knowledge
Educational Technology
Geometry
Mathematics
Number Sense
Pedagogical Content Knowledge
Teachers
Software
Day: 
Thu

This presentation explores technology training in relation to two DR K-12 projects with a focus on increasing the mathematical and pedagogical content knowledge of teachers.

Date/Time: 
2:00 pm to 4:00 pm
Session Type: 
Panel
Presenters: 
Daniel Scher
Zhonghong Jiang
Scott Steketee
Location: 
Massachusetts
Session Materials: 
PDF icon Handout (Scher).pdf
Office presentation icon Scher_PPT.ppt

How can professional development that is focused on technology move beyond the nuts and bolts of the particular tool to a deeper look into the mathematical and pedagogical opportunities afforded by the technology?     This presentation explores technology training in relation to two DR K–12 projects with a focus on increasing the mathematical and pedagogical content knowledge of teachers.

New Web-based Tools to Help Students (and Teachers) Who Find STEM Content Challenging

Educational Technology
Mathematics
Pedagogical Content Knowledge
Universal Design
Digital Media
Day: 
Thu

Participants will be asked to view and discuss free tools that Dynabook and SmartGraphs are developing. These Web-based tools link multiple visual representations and allow immediate feedback to teachers and students.

Date/Time: 
8:30 am to 9:45 am
Session Type: 
Product Feedback Session
Presenters: 
Susan Courey
Andrew Zucker
Jose Blackorby
Location: 
Statler A
Session Materials: 
PDF icon Zucker_PPT.pdf
Office presentation icon Courey_PPT.ppt

The capabilities of interactive, Web-based media offer approaches that can be especially valuable to students and teachers who find STEM content challenging to learn. Through the lenses of both general education and special education, the presenters are designing new products to be effective for all teachers and students. Web-based tools link multiple visual representations and allow immediate feedback to teachers and students. See and discuss free tools that Dynabook and SmartGraphs are developing.

SciJourner Volume 1, Issue 4

Submitted by Joseph Polman on

Disciplinary Content Knowledge
Science
Pedagogical Content Knowledge
High School
Informal
Rural
Urban
Author(s): 
SciJourners
Contact Info: 
polman@umsl.edu
Publication Type: 
Other
Year: 
2009
In press?: 
In Press
File: 
PDF icon SciJourner_v1no4.pdf
Resource Format: 
Electronic File

The fourth print edition from summer 2009 of our science news publication, in pdf format. The articles in this edition, unlike the others, are written by high school teachers who participated in our summer PD.

LOOPS: Logging Opportunities in Online Programs for Science (Koile)

Submitted by Kimberle Koile on

Presenter(s): 
Kimberle Koile
Event: 
2009 DR K-12 PI Meeting
Year: 
2009
File: 
PDF icon KOILE DRK12Nov09.pdf
Discipline / Topic: 
Assessment
Curriculum
Disciplinary Content Knowledge
Science
Pedagogical Content Knowledge
Teacher Attitudes/Beliefs
Teacher Practice
Target Audience: 
Students
Teachers
Middle School
Presentation Type: 
Other

Assessing the Learning in Cyberlearning: Supporting Teachers with Technology-Embedded Assessment
Kimberle Koile and Paul Horwitz, Concord Consortium; Doug Clark, Vanderbilt University; Diane Jass Ketelhut, Temple University

In this session, the presenters discuss findings and experiences regarding technology-embedded
assessment and how to support teachers in using it effectively.

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