Pedagogical Content Knowledge

Developing symbol sense for the minus sign

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.

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

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
Year: 
2011

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

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
Year: 
2011

How can coaching knowledge be measured?

Presenter(s): 
Elizabeth A. Burroughs
David A. Yopp
John T. Sutton
Contact Info: 
Year: 
2010
Month: 
December
Presentation Type: 

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

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
Session Materials: 

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

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
Session Materials: 

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

Author(s): 
SciJourners
Contact Info: 
Publication Type: 
Other
Year: 
2009
In press?: 
In Press
Resource Format: 

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)

Presenter(s): 
Kimberle Koile
Year: 
2009
Presentation Type: 

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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