Teachers’ perceptions of using technology to teach mathematics during COVID-19 remote learning

There are concerns that current remote learning efforts in response to COVID- 19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers’ perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on challenges related to receiving feedback from students and limited student interaction. This made it difficult to assess students’ understanding during lessons. They also expressed concerns about the difficulty of implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for remote instruction. This study also identified several factors that influenced teachers’ use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed

Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

We observed eight beginning secondary mathematics teachers’ classrooms to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn, coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.Observamos las clases de ocho profesores noveles de matemáticas de secundaria para investigar las formas en que organizaban a los estudiantes, los usos de los métodos de instrucción y cómo estos pueden diferir según el nivel del curso. Descubrimos que los maestros noveles con frecuencia organizan a sus estudiantes para que aprendan colaborativamente, junto con numerosa instrucción directa por parte del profesor. También existen diferencias en la organización, los métodos de enseñanza y las oportunidades de aprendizaje asociadas entre los niveles del curso. Se discuten las implicaciones para apoyar a los profesores en ejercicio y preparar a los futuros profesores a establecer entornos de aprendizaje colaborativo y utilizar métodos de enseñanza centrados en el estudiante.National Science Foundation under Grant No. DUE 124000

Middle school students' employments of gestural signs: A case study

International audienceIn this research study, we investigated how middle school students created 3-dimensional objects from 2-dimensional figures using an extrusion method. In a summer enrichment program, students used manipulatives and a dynamic geometry program (Cabri 3D). We identified students' strategies for forming 3-dimensional objects with a focus on their gestural signs. The results demonstrated that they most often employed dynamic-pointwise and dynamic-objectwise gestures to demonstrate the lateral faces or edges of 3-dimensional objects. Also, students linked their gestural signs and the Segment tool of Cabri 3D to indicate their reasoning

Middle school students' employments of gestures for forming three-dimensional objects using an extrusion or spinning method

Okumus, Samet/0000-0001-5905-196X; Hollebrands, Karen/0000-0001-8266-1467WOS: 000504919800010This case study addresses how middle school students use gestures concomitant with verbal expressions to relate the features of two- and three-dimensional objects. Eight students (five girls and three boys) participated in the study. Students (12-14 years old) used hands-on manipulatives and a dynamic geometry program, Cabri 3D, to form three-dimensional objects from two-dimensional figures using extrusion or spinning. Students used gestures to describe missing elements of three-dimensional objects that were not represented in the tools. During the extrusion activities, students' pointwise and objectwise gestures provided a visual representation for the edges and lateral faces/surfaces of three-dimensional objects. During the spinning activities, some students had difficulty relating the features of two- and three-dimensional objects. Some students employed gestures accompanied by verbal expressions to demonstrate the circular and continuous motion of spinning as well as to represent the lateral surfaces of three-dimensional objects. These gestures stood for the missing (unrepresented) elements of three-dimensional objects in hands-on manipulatives and Cabri 3D when students formed three-dimensional objects using an extrusion or spinning method.Direct For Education and Human ResourcesNational Science Foundation (NSF)NSF- Directorate for Education & Human Resources (EHR) [1712280] Funding Source: National Science Foundatio

Secondary mathematics teachers' instrumental integration in technology-rich geometry classrooms

Okumus, Samet/0000-0001-5905-196X; Hollebrands, Karen/0000-0001-8266-1467WOS: 000425868700005Instrumental genesis, a psychological construct that describes the process of how an artifact becomes an instrument, illuminates the ways technological tools support mathematics learning. Teachers have vital roles in designing suitable tasks, assisting students in making connections between their work with the artifact and the mathematics they are learning, and making careful teaching moves in organizing instrumental genesis. the current study examines secondary mathematics teachers' instrumental integration when they utilize student-created dynamic geometry sketches in technology-rich classrooms. the results demonstrate that some teachers view moments when students experienced technological or mathematical confusion as an opportunity for mathematical learning while other teachers maintained a focus on technology. Implications for future research are provided.Direct For Education and Human ResourcesNational Science Foundation (NSF)NSF- Directorate for Education & Human Resources (EHR) [1712280] Funding Source: National Science Foundatio

Teachers' perceptions of using technology to teach mathematics during COVID-19 remote learning

There are concerns that current remote learning efforts in response to COVID-19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers’ perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on the difficulty to receive feedback from students and limited student interaction. This made it difficult to assess students’ understanding during lessons. They also expressed concerns about the difficulty in implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for online instruction.  This study also identified several factors that influenced teachers’ use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed. Keywords COVID-19 pandemic, remote learning, technology, perception, MVP curriculum, classroom-based instruction

Liquid Chromatography-Atmospheric Pressure Photo Ionization-Mass Spectrometry Analysis of the Nonvolatile Precursors of Rancid Smell in Mayonnaise

Monitoring lipid oxidation during the shelf life of lipid-containing food emulsions, such as mayonnaise, is challenging. It is, however, essential for the development of improved, consumer-preferred products. Determining the nonvolatile lipid oxidation products (NONVOLLOPS), the precursor compounds for rancidity, is required to determine the effectiveness of product stabilization technologies. A method based on normal-phase liquid chromatography with atmospheric pressure photo ionization-mass spectrometry (LC–APPI-MS) was developed for this purpose. The inclusion of a size-exclusion chromatography (SEC) step was needed to remove interfering diacylglycerides and free fatty acids from the samples. The combined SEC and normal-phase LC–APPI-MS method allowed the identification of a wide range of oxidized species including hydroperoxides, oxo-2½ glycerides, epoxides, and other oxidized species. The method was found to be more suitable for the analysis of large sample sets. The relative levels of NONVOLLOPS from both ambient and accelerated stability tests could be determined. The results were compared to hexanal measurements. The data showed that NONVOLLOPS predict the rancidity of different formulations in a much earlier stage during shelf-life tests, providing valuable information for future product development