Edward+Nelson-resources

=Edward Nelson - Resources=

Resource One:
Yang, D. C., & Tsai, Y. F. (2010). Promoting Sixth Graders' Number Sense and Learning Attitudes via Technology-based Environment. //Educational Technology & Society//, //13// (4), 112–125.

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The article //Promoting Sixth Graders’ Number Sense and Learning Attitudes via Technology-base Environment// by Der Ching Yang and Yi Fang Tsai is extremely enlightening. The article detailed a study about the uses of technology in teaching middle school students, specifically sixth graders, number sense. Not only did the study seek to find out if technology led to better mastery levels, but it also endeavored to find if the technology made learning a more joyous process. According to Ching and Tsai (2010) technology allows teachers to present students with a number of different manipulatives to explore mathematical concepts. This allows them to build deep understandings of math, not merely rote memorization of algorithms. In the end, the study found that “the integration of technology into the classroom has a positive effect on learning” and the attitude of students (Ching and Tsia, 2010, p. 120).

Resource Two:
Chau, B., & Wu, Y. (2005). Designing technology-based mathematics lessons: A pedagogical framework. //The Journal of Computers in Mathematics and Science Teaching//, //24//(4), 387-402.

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//Designing Technology-Based Mathematics Lessons: A Pedagogical Framework// by Chua and Wu attempted to show how technology could be integrated into math classes and used as a tool of exploration. The overall teaching method endorsed by the authors was one where students would explore math concepts, make conjectures, and verify truths about them (Chua and Wu, 2005). This is supposed to occur in a non-linear manner and when students are finished, their ideas are to be synthesized in a step known as generalizing. According to Chua and Wu (2005), technology is to be integrated in the first three stages of the method. While using technology was exemplified in case study detailed in the article, instructions on how to integrate technology were never given. Furthermore, the authors never shared any paradigms one should hold when looking to integrate technology. Ultimately, this article was a better source for finding a framework of teaching math and a poor source of integrating technology into instruction.

====For my third article, I referenced a teacher blog in my search of finding technology and math instruction. In the blog //TeachThought// I found an article that explored the “12 best math iPad Apps of 2012.” I am unfamiliar with using the iPad as an instructional tool, but will have them available to me next year, hence I decided that this article would be fitting. To my approval, the blog proved rather useful. Not only was I given a summary of the ‘best’ math apps, but I was also given a list of ways that apps can function in the classroom, from educational gaming to helping with conceptual knowledge. Furthermore, the blog had a number of links on it, pipelining me in to a glut of iPad knowledge.====