ERIC Number: EJ1317354
Record Type: Journal
Publication Date: 2021
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0738-0569
EISSN: N/A
Dual-Language Teachers' Use of Technology to Facilitate Mathematical Discourse
Patthoff, Adria; Castillo, Jolene; Treviño, Alejandra
Computers in the Schools, v38 n3 p161-188 2021
Teachers' beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers' use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers' instruction and, subsequently, student learning. This case study highlights three teachers' beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers' reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students' understanding and application of mathematical concepts, processes, and proficiencies.
Descriptors: Elementary School Teachers, Mathematics Teachers, Teacher Attitudes, Bilingual Teachers, Mathematics Instruction, Technology Uses in Education, Technology Integration, Bilingual Education, Educational Benefits, Classroom Communication, Formative Evaluation, Faculty Development
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Office of English Language Acquisition (OELA) (ED)
Authoring Institution: N/A
Identifiers - Location: California; Texas
Grant or Contract Numbers: T365Z170070