University of Northern Colorado
United States of America - Greeley
Building from my experience as a secondary mathematics teacher and teacher educator, my research is grounded in the overarching question: How can secondary mathematics teachers be supported in implementing technology-based instructional activities that both challenge and support student learning? Despite potential benefits, many teachers do not effectively to integrate technology into their instructional practices (Dunham & Hennessy, 2008). By effective, I mean using technology to increase students’ conceptual understanding of mathematics through reflection and communication, as well as through using and connecting mathematical representations. Although numerous technology-based instructional activities can be found online, little has been done to support teachers in critiquing and implementing the activities based on their learning goals and the needs of their students.