Rigelman, N., Vennebush, P., & Saxton, E. (2021). Using technology-enhanced activities to transform K–5 mathematics planning, teaching, and learning. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of research on transforming teachers’ online pedagogical reasoning for engaging K-12 students in virtual learning (pp. 423-445). IGI Global. https://doi.org/10.4018/978-1-7998-7222-1.ch021

Abstract:

“In this chapter, the authors describe the technology-enhanced activities intended to transform the ways elementary mathematics teachers provide instruction to their students during a time of distance learning and potentially beyond. Recognizing instruction would take place in a variety of formats, The Math Learning Center supported teachers by providing resources that allow them to continue to engage students in the 4Cs—critical thinking, creative thinking, communicating, and collaborating—even in distance-learning environments. More specifically, the authors describe the alignment between the design of the technology-enhanced activities (TEAs) and the 4Cs as well as how the flexibility built into the TEAs provides opportunities for teachers to employ their technological pedagogical content knowledge as they make decisions for implementation in their specific contexts. Results from surveys and teacher interviews influenced the organization’s plans for future research and development opportunities.”