| Autor: |
Atabas, Sebnem, Findley, Kelly, Schellinger, Jennifer |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 11/15/2018, p1091-1093, 3p |
| Abstrakt: |
This study investigates whether the use of Physics Education Technology (PhET) interactive simulations (sims) supported teachers' instructional quality depending on in enacting and maintaining cognitive demand of mathematical tasks. We report findings from two middle-school mathematics teachers who each used parallel module lesson plans across two of their sections, with one section following a sim-based lesson plan and the other following a non-sim-based lesson plan. Data collection was comprised of the teacher's tasks as planned and our classroom observations. Each lesson was analyzed in terms of instructional quality assessment framework (IQA). Preliminary findings suggest that the students using PhET sims had more opportunities for higher academic rigor and accountable talk through the engagement with cognitively demanding work, rather than focusing on procedures and reproducing knowledge. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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