NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1101635
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1743-9884
Making Students' Mathematical Explanations Accessible to Teachers through the Use of Digital Recorders and iPads
Soto, Melissa Marie; Ambrose, Rebecca
Learning, Media and Technology, v41 n2 p213-232 2016
Analyzing students' mathematical explanations can be a powerful tool to enhance teachers' practice, but collecting these explanations can be cumbersome. Here, we describe our quest to find effective tools to make explanations accessible to elementary (K-6th) teachers. First, we describe how digital audio recordings enabled teachers to focus on the processes students used to solve problems and helped teachers to see patterns of development in students' thinking as well as to identify the prevalence of some misconceptions. In addition, we show how considering explanations from various classrooms provided an avenue for teachers to share their teaching practices. Second, we discuss a new tool that provides even better records of students' processing beyond the information gained from the digital recorders. We provide some preliminary data of our use of the "ShowMe®" screencast application on the "Apple® iPad" with students to illustrate the potential of this tool for teacher professional development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: ITQ07413