Shared in three sessions (Gaming Arcade, Interactive Visualizations-Simulations-and Games, and Friday morning poster session), this poster addresses the gaps identified in the Math Snacks project, and the approach to designing the games and animations that are the "Snacks".
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
In this paper we focus on what happens when a task is first introduced to students as a crucial phase of instruction. We report on an empirical study of 132 middle grades mathematics teachers' instruction—in particular, the nature of the ways in which they introduced tasks, and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole class discussion.
In this paper we focus on what happens when a task is first introduced to students as a crucial phase of instruction. We report on an empirical study of 132 middle grades mathematics teachers' instruction—in particular, the nature of the ways in which they introduced tasks, and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole class discussion.
