Gain insight into the ways that students reason about measurement units and use data to draw conclusions.
Jennifer N. Lovett and Hollylynne S. Lee
Allison W. McCulloch, Ashley Whitehead, Jennifer N. Lovett, and Blake Whitley
A task using trig functions helps students build an understanding of the importance of context in the modeling process.
Lara K. Dick, Allison W. McCulloch, and Jennifer N. Lovett
A framework to guide teacher noticing when students are working in technology-mediated learning environments.
Jennifer N. Lovett, Allison W. McCulloch, Lara K. Dick, and Charity Cayton
In this article, we present a set of design principles to guide the development of instructional materials aimed to support preservice secondary mathematics teachers (PSMTs) examining student practices in technology-mediated environments. To develop design principles, we drew on the literature related to technological pedagogical content knowledge (TPACK; ), video cases as learning objects (), and professional noticing (). After presenting the design principles, we share a task created using these design principles. Finally, we share PSMTs’ reflections about changes in their own understanding after examining students’ practices. Their responses provide insights into the usefulness of the design principles for deepening PSMTs’ mathematical knowledge and knowledge of students’ understanding, thinking, and learning with technology.
Allison W. McCulloch, Keith R. Leatham, Jennifer N. Lovett, Nina Gabrielle Bailey, and Samuel D. Reed
Jennifer N. Lovett, Allison W. McCulloch, Blain A. Patterson, and Patrick S. Martin
In this manuscript we describe a lesson that utilizes an applet we designed to help students develop a conceptual understanding of the concept of function. We describe how removing algebraic representations and focusing on a real world context can support students' development of these conceptual understandings of the function concept.
Nina G. Bailey, Samuel D. Reed, Kristen Fye, Allison W. McCulloch,, and Jennifer N. Lovett
Dynamic representations situated within a “Which One Doesn’t Belong?” routine can extend students’ exploration of functions and can enable a focus on the variant and invariant characteristics of mathematical objects.
Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton
Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.
Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton
The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.