Prospective Teachers\u27 Use of Representations in Solving Statistical Tasks with Dynamic Statistical Software

This study examined a random stratified sample (n=62) of prospective teachers\u27 work across eight institutions on three tasks that utilized dynamic statistical software. Our work was guided by considering how teachers may utilize their statistical knowledge and technological statistical knowledge to engage in cycles of investigation. Although teachers did not tend to take full advantage of dynamic linking capabilities, they utilized a large variety of graphical representations and often added statistical measures or other augmentations to graphs as part of their analysis

The Quality of Mathematics Education Technology Literature

Background: The present study evaluated the quality of 1,165 scholarly literature papers about mathematics education technology literature.Purpose: The purpose of the present study was to determine the extent to which mathematics education technology literature reports the information needed to support the scientific basis of a study.Setting: N/AIntervention: N/AResearch Design: A systematic review was used to organize the data collection and analysis processes Data Collection and Analysis: A literature search was conducted to identify scholarly papers that addressed the use of technology in mathematics education. A coding process was developed to record descriptive information about each paper. The Quality Framework developed for this process provided a structure to identify key information across research types based on types of analyses conducted, assigning a certain number of possible points based on the type of research conducted.Findings: Dissertations accounted for a surprisingly high portion of the literature and research: 39.7% of the available literature and 57.0% of the research studies. The overall quality of the mathematics education technology literature was lower than we expected, averaging only 48.9% of the points possible. We noted that the quality of research papers, with respect to possible point values averaged 54.6% over four decades. For mathematics education technology researchers, manuscript reviewers, and editors, these results suggest that more attention is needed on the information being included and excluded from scholarly papers, especially with regard to connections to theoretical frameworks and research designs

Research in Mathematics Educational Technology: Current Trends and Future Demands

This systematic review of mathematics educational technology literature identified 1356 manuscripts addressing the integration of educational technology into mathematics instruction. The manuscripts were analyzed using three frameworks (Research Design, Teacher Knowledge, and TPACK) and three supplementary lenses (Data Sources, Outcomes, and NCTM Principles) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (e.g., knowledge, cognition, affect, and performance) suggest that the effects of incorporating graphing calculator and dynamic geometry technologies have been abundantly studied; however, the usefulness of the results was often limited by missing information regarding measures of validity, reliability, and/or trustworthiness

A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968–2009

We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the possible quality points across all methodology types compared to studies in journals that averaged 47.2%. Doctoral students as well as their mentors can play a pivotal role in increasing the quality of research in this area by attending to the QF categories as they plan, design, implement, and complete their dissertation studies. These results imply that the mathematics education research community should demand greater clarity in its published papers through the preparation of their own manuscripts and how they review the works of others.Keywords: Dissertations, Mathematics Education, Technology, Quality Framework, Research Qualit

Tiny House, Big Learning (pp. 18--30)

The authors introduce the Tiny House Project—an interdisciplinary, problem-based Science,Technology, Engineering, Arts, and Mathematics (STEAM) activity. The project was designed to promotethe implementation of the Standards of Mathematical Practice (SMP). As 5th graders engaged in theproject, they explored the concepts of floor plans, 2-D shapes, parallel and perpendicular line segments,angles, scale drawings, measurement, perimeter, area, 3-D models (using Planner 5D), and spatial reason-ing. Moreover, they strengthened their problem solving, planning, and designing skills as they connectedmeasurement and geometry to the real-world context of constructing a house

The Quality of Mathematics Education Technology Literature

Background: The present study evaluated the quality of 1,165 scholarly literature papers about mathematics education technology literature.Purpose: The purpose of the present study was to determine the extent to which mathematics education technology literature reports the information needed to support the scientific basis of a study.Setting: N/AIntervention: N/AResearch Design: A systematic review was used to organize the data collection and analysis processes Data Collection and Analysis: A literature search was conducted to identify scholarly papers that addressed the use of technology in mathematics education. A coding process was developed to record descriptive information about each paper. The Quality Framework developed for this process provided a structure to identify key information across research types based on types of analyses conducted, assigning a certain number of possible points based on the type of research conducted.Findings: Dissertations accounted for a surprisingly high portion of the literature and research: 39.7% of the available literature and 57.0% of the research studies. The overall quality of the mathematics education technology literature was lower than we expected, averaging only 48.9% of the points possible. We noted that the quality of research papers, with respect to possible point values averaged 54.6% over four decades. For mathematics education technology researchers, manuscript reviewers, and editors, these results suggest that more attention is needed on the information being included and excluded from scholarly papers, especially with regard to connections to theoretical frameworks and research designs