Proportionality Dynabook: Because “To Know Is Not Enough” in Mathematics Teacher Professional Development

Session Submission Type: Symposium

Abstract

This session features multiple perspectives on emerging TPD practices with an innovative resource, the “Proportionality Dynabook.” The design of this interactive technology resource aims to deepening math teachers’ knowledge of proportionality, building on two research-based frameworks: Universal Design for Learning and Technological Pedagogical Content Knowledge. Because “To Know Is Not Enough,” the TPD practices with Proportionality Dynabook deeply emphasize teachers’ transformation of knowledge into everyday actions they can take to help struggling students learn more. This symposium will feature diverse perspectives from both Special Education and Mathematics Education and from both universities and non-profit research addressing: What are the unique affordances of technology for TPD? What practices bring those affordances to life? What is the measurable impact for teachers?

Sub Unit

• Division C - Learning and Instruction / Section 7: Technology Research

Chair

• Jeremy Roschelle, SRI International

Papers

• Designing a Digital Curriculum Environment for Preservice Teacher Education - Teresa Lara-Meloy, Education Development Center, Inc.; Elizabeth Murray, CAST - Sr Research Scientist; Michelle Lea Phillips, Inverness Research - Phillips & Associates

• Teacher Education in the 21st Century: A Mash-Up of Teaching Resources - Janet S. Bowers, San Diego State University; Susan D. Nickerson, San Diego State University

• The Dynamic Process of Teaching and Learning Mathematics: Preservice Teachers as Learners, Teachers, and Researchers - Susan Courey, San Francisco State University; Jody Siker, University of California - Berkeley; Pamela C. Lepage, San Francisco State University

• Dynabook Research and Evaluation - Jose Blackorby, SRI International; Charles Patton, SRI International; Michelle Lea Phillips, Inverness Research - Phillips & Associates

Discussant

• Eric R. Hamilton, Pepperdine University