Dynamic tracking of elementary preservice teachers' experiences with computer-based mathematics learning environments

被引：0

作者：

Stephen R. Campbell

机构：

[1] Philosophy and Mathematics Education, Simon Fraser University, Burnaby, BC, V5A 1S6

来源：

Mathematics Education Research Journal | 2003年 / 15卷 / 1期

关键词：

Preservice Teacher; Mathematics Education; Instructional Design; Symbolic Representation; Multiple Representation;

D O I：

10.1007/BF03217370

中图分类号：

学科分类号：

摘要：

A challenging task in educational research today is to understand the implications of recent developments in computer-based learning environments. On the other hand, questions regarding learning and mathematical cognition have long been a central focus of research in mathematics education. Adding technology compounds an already complex problematic. Fortunately, computer-based technology also provides researchers with new ways of studying cognition and instruction. This paper introduces a new method for dynamically tracking learners' experiences in computer-based learning environments. Dynamic tracking is illustrated in both a classroom and a clinical setting by drawing on two studies with elementai T pre-service teachers working in computer-based mathematics learning environments.

引用

页码：70 / 82

页数：12

共 28 条

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