Mobile Technology and Mathematics Learning in the Early Grades. Interactive STEM Research + Practice Brief
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| Title: | Mobile Technology and Mathematics Learning in the Early Grades. Interactive STEM Research + Practice Brief |
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| Language: | English |
| Authors: | Presser, Ashley Lewis, Busey, Amy, Education Development Center, Inc. (EDC) |
| Source: | Education Development Center, Inc. 2016. |
| Availability: | Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; Fax: 617-969-5979; e-mail: contact@edc.org; Web site: http://ltd.edc.org |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2016 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1238253 DRL1626365 |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | STEM Education, Elementary School Mathematics, Handheld Devices, Technology Uses in Education, Developmentally Appropriate Practices, Mathematics Education, Technology Integration, Educational Strategies, Mathematics Instruction, Selection Tools, Mathematical Concepts |
| Abstract: | This research brief describes the value of using mobile technologies in and out of elementary mathematics classrooms, and investigates the view that teachers may not be getting the guidance they need to best leverage those technologies. The authors explore three areas of concern: How can teachers use technology in developmentally appropriate ways to facilitate mathematics learning? What strategies can they use to integrate technology into the classroom in ways that allow students to successfully understand the mathematical content being taught? How can one select the appropriate technology tools to best foster the learning of mathematics concepts and practices? |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | ED571664 |
| Database: | ERIC |
| Abstract: | This research brief describes the value of using mobile technologies in and out of elementary mathematics classrooms, and investigates the view that teachers may not be getting the guidance they need to best leverage those technologies. The authors explore three areas of concern: How can teachers use technology in developmentally appropriate ways to facilitate mathematics learning? What strategies can they use to integrate technology into the classroom in ways that allow students to successfully understand the mathematical content being taught? How can one select the appropriate technology tools to best foster the learning of mathematics concepts and practices? |
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