Teaching WITH (not near) Virtual Manipulatives
Thursday, March 29 10:15-10:45 AM
Presider:Patricia Moyer-Packenham, Utah State University, United States
Although mathematics teachers are expected to use technology to enhance student understanding, many teachers report that they are not prepared to teach with technology. The following study presents a task analysis framework and guiding questions used during a professional development (PD) opportunity for mathematics teachers aimed at supporting their efforts to teach with rather than near virtual manipulatives (VMs). Findings focus on teachers’ appropriation of two tools introduced during the PD to support their efforts to critique and modify VM tasks aimed at meeting their student needs and promoting the development of conceptual understanding. Implications for supporting teachers’ integration of technology tools are discussed.