ERIC Number: EJ1029326
Record Type: Journal
Publication Date: 2013-Nov
Reference Count: 6
Self-Paced Mathematical Instruction
Edwards, Clayton M.
Mathematics Teaching in the Middle School, v19 n4 p230-236 Nov 2013
The idea of providing students with their own laptops for home and school use has become more and more pervasive in schools throughout the country. This resource availability, known as the "1:1 device movement," presents students and teachers with new instructional and learning opportunities. This new capability, however, is being given to teachers who might not have enough background to know how these devices can promote student learning. Participation at various 1:1 conferences allows teachers the opportunity to interact with others and ask for help concerning implementation. Teachers' comments and questions are often directed toward understanding how 1:1 can assist their students in the mathematical learning process, not the technological logistics of a 1:1 classroom. Although logistics are important in the initial stages of implementation, the more important questions deal with how 1:1 can make current classrooms better for students. The most important change that this self-paced initiative has provided is the difference in classroom culture. This article discusses the general layout of a 1:1 classroom, including teacher and student roles; the unique benefits of self-pacing; and common teacher concerns, drawn from experiences with presentations and classroom showings.
Descriptors: Mathematics Instruction, Middle School Students, Secondary School Mathematics, Laptop Computers, Computer Uses in Education, Access to Computers, Teacher Attitudes, Program Implementation, Independent Study
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A