Although teachers are expected to teach with technology, they often are not prepared or supported to do so (Albion, Tondeur, Forkosh-Baruch, & Peeraer, 2015), a critical issue in mathematics education (Wilson, 2008). The study described in this article investigated why and how secondary mathematics teachers implemented virtual manipulative (VM) tasks during and after participating in a professional development (PD) opportunity aimed at teaching with VMs. Findings indicate that teachers used VM tasks due to instructional benefits, for example, supporting students’ developing understanding and differentiation. Additionally, they used VMs and tasks due to the support they received from tools introduced during the PD. In this study, teachers primarily used VM tasks to support students’ developing understanding, to provide in-the-moment feedback, and as a reteaching tool. Mediating factors, such as student needs, curriculum, time, tool limitations, and so forth, influenced why and how teachers chose to use a particular VM.
The question of how elementary teachers choose tasks has been widely discussed in the field of education. However, these studies have not adequately addressed the increasing use of online resources by elementary mathematics teachers. The authors of this study surveyed 601 elementary mathematics teachers in the United States to examine the trends in the teacher selection of elementary math tasks from online resources. They discuss the relationship between different websites, various selection criteria used to find mathematics activities, and teachers’ years of experience. They found a significant relationship between number of years teaching and the use of paid resources and the appeal of visual components of an activity, yet they did not find a significant relationship between years of experience and time spent searching online for an elementary math activity. In sum, this project, by closely examining the trends in teacher selection and use of elementary math tasks, sheds new light on the thinly acknowledged issue of the use of websites and tasks by teachers of elementary mathematics.
The study explored the evaluation of digital instructional materials (DIMs) by K-8 teachers of mathematics, positing that a useful perspective for evaluating DIMs by K-8 teachers of mathematics is considering how technology integrates with research-based practices for teaching mathematics. This paper describes the study that drew on the documentational approach of didactics and reports on analyses of teacher-generated frameworks that encompass research-informed mathematics teaching practices combined with three levels of technology integration. Analyses revealed several themes in how technology could transform effective mathematics teaching practices: (a) from one-size fits all toward differentiating for student needs, (b) from static displays toward dynamic representations, and (c) from teacher-centered toward student-centered practices. The framework and themes offer opportunities for mathematics teacher educators to support teachers in making technology integration choices that positively impact pedagogy.
The advancement of online technologies in recent years has increased the number of teacher learning opportunities offered in virtual environments. The development of the online medium for educational purposes has raised challenges for organizing and conducting professional development for teachers, especially relative to the ways subject matter disciplinary knowledge may be facilitated in such a medium. Using a survey instrument, data were collected from a national sample of mathematics teacher educators related to the content of their pedagogical practices in online mathematics teacher education. Results highlighted eight dimensions associated with mathematics teacher educators’ decisions when designing and implementing online mathematics teacher professional development or academic courses. Knowledge required for mathematics teacher educators for each dimension of decisions is discussed.