Search results for: Garofalo J.

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Novice Mathematics Teachers’ Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding
Authors: Fraser Virginia, Garofalo J.
This study aimed to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics.
Published: 2015
Updated: Aug. 03, 2015
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Enhancing Lesson Planning and Quality of Classroom Life: A Study of Mathematics Student Teachers' Use of Technology
Authors: Fraser V., Garofalo J., Juersivich N.
The authors examined how preservice secondary mathematics teachers (PSMTs) integrated technology into their student teaching for the purpose of increasing their pupils’ mathematics understanding. The authors found that technology enhanced PSMTs’ quality of life by facilitating their lesson planning, helping them stay on track, reducing their stress, and making it easy for them to adjust, modify, and reuse their lessons.
Published: 2011
Updated: Jul. 17, 2013
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Student Teachers’ Use of Technology-Generated Representations: Exemplars and Rationales
Authors: Juersivich N., Garofalo J., Fraser V.
The National Council of Teachers of Mathematics identified technology as a feature of high-quality mathematics education. The purposes of this study are to: (1) observe and describe how pre-service mathematics teachers subsequently incorporated technology-generated representations into their student teaching; and (2) understand and expound on their rationales for using such representations. The authors found that these pre-service teachers appropriately utilized the provided technology to generate representations for the purpose of helping their pupils to develop conceptual understanding and reasoning.
Published: 2009
Updated: Nov. 11, 2009