Tech Talk | AMTE

Tech Talk is an informal blog for AMTE members, curated by our Technology Committee to support mathematics teacher education. Authors' opinions do not constitute official positions of AMTE.

Got an engaging technology resource?

Who: Any member of the AMTE community

What: Write a brief AMTE Tech Talk Blog

When: Now accepting new articles

Where: Submit here

How: Blog posts are typically 500 words

Include Mathematical Memes Into Your Routine!

K. Elizabeth Hammonds Auburn University hammoke@auburn.edu

W. Gary Martin Auburn University martiwg@auburn.edu

This article discusses how mathematical memes have been used to promote K-12 classroom discourse around mathematics content and student mathematical beliefs and attitudes and how mathematics teacher educators can utilize those practices to help address the Association of Mathematics Teacher Educators’ (2017) Standards for Preparing Teachers of Mathematics. We suggest that mathematics teacher educators consider incorporating mathematical memes into their classroom routines to help prospective teachers of mathematics build their mathematical identities, as well as to model a potentially useful tool that prospective teachers could use in their mathematics instruction. In addition, we highlight the growing need to incorporate emerging technologies, such as mathematical memes, into mathematics instruction.

Engaging Preservice Secondary Mathematics Teachers with Desmos Activity Builder

Sharon Vestal, South Dakota State University, sharon.vestal@sdstate.edu

At South Dakota State University, I have the privilege of teaching a two-credit hour course called Technology for STEM Educators. While any future STEM teacher can take it, the audience is preservice secondary (grades 6 – 12) math teachers. For the past three years, I have had this class complete a Desmos Activity Builder project, where the students must create their own activity builder that has to meet certain requirements.

Preservice Teachers’ Perceptions of How Virtual Manipulatives Promote Equity

Liza Bondurant, Delta State University, lbondurant@deltastate.edu
Kate Roscioli, George Mason University, krosciol@gmu.edu

Introduction

Using Interactive Whiteboards with Mathematics Teachers and Students

David Glassmeyer and Melissa Paurowski

Kennesaw State University

In this blog post, we (1) describe the technological tool of interactive whiteboards, (2) summarize how interactive whiteboards can be used to teach mathematics in ways aligned with research, (3) overview the top free interactive whiteboard platforms available in Sept. 2021, and (4) explain how we have used digital whiteboards in our work with mathematics teachers and students.

Tech Lessons Learned through COVID-19

Maria L. Fernandez mfernan@fiu.edu; Shemail Fatima sfati003@fiu.edu;

Elizabeth Forde eford002@fiu.edu; Jeehyun (Jina) Park jepark@fiu.edu

Florida International University

When the COVID-19 pandemic struck in 2020, most, if not all of us, turned to technology as the primary avenue to prepare our teachers. We used Google folders and documents and lots of Zoom and TEAMs. At Florida International University (FIU), it heightened our awareness that well-prepared beginning teachers of mathematics should be ”proficient with tools and technology designed to support mathematical reasoning and sense making, both in doing mathematics themselves and in supporting student learning of mathematics” (AMTE, 2017, p. 11).

Strategies for Using Google Slides to Facilitate Online Discussions

Nicholas Kochmanski

Assistant Professor of Mathematics Education, UNC Greensboro

nmkochmansk@uncg.edu

In line with the Association of Mathematics Teacher Educator’s (2017) Standards for Preparing Teachers of Mathematics, a primary goal of most mathematics methods courses is to support pre-service teachers (PSTs) in developing instructional practices that research indicates can support students’ mathematical learning.

Facilitating Partner Talk Virtually

Dr. Madelyn W. Colonnese, University of North Carolina Charlotte, mcolonn1@uncc.edu

Ms. Julie Bacak, University of North Carolina Charlotte, jabacak@uncc.edu

Introduction

Using Video Time-Stamped Comments to Support Teachers in Virtual Coaching Cycles

Cynthia D. Carson, University of Rochester, ccarson@warner.rochester.edu

Stephanie Martin, University of Rochester, smartin@warner.rochester.edu

Intro

How CPM Educational Program uses Virtual Conferencing Technology to Support Professionalizing Shifts in Teacher Discourse

Lara Jasien & Sharon Rendon

CPM Educational Program

At AMTE 2021, we presented a session in which we shared our findings on why and how particular socio-technological features support professionalizing shifts in teacher discourse during virtual PD. Professionalizing discourse (Horn & Kane, 2019) stands in contrast to normalizing discourse (Horn & Little, 2010;

Replacing Traditional Assessments with Video Responses

Katherine Miller
University of Massachusetts Lowell
katherine_miller@uml.edu

Introduction