Conceptual Teaching Strategies in a Computer-Based Math Curriculum
A Case Study
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This book summarizes a yearlong study that investigated the various strategies implemented by teachers in a computer-based Mathematics course delivery model. This model was a course design that included whole class instruction time as well as time spent (with teachers' assistance) utilizing computer software to practice exercises, submit homework assignments, and take quizzes and tests. The author surveyed the teachers involved in this model to determine the proportion of teachers that opt to support a conceptual agenda as opposed to those that had a procedural focus in their instruction. Then...
This book summarizes a yearlong study that investigated the various strategies implemented by teachers in a computer-based Mathematics course delivery model. This model was a course design that included whole class instruction time as well as time spent (with teachers' assistance) utilizing computer software to practice exercises, submit homework assignments, and take quizzes and tests. The author surveyed the teachers involved in this model to determine the proportion of teachers that opt to support a conceptual agenda as opposed to those that had a procedural focus in their instruction. Then, through extensive observations and detailed interviews, the author highlighted the instructional methods used by each teacher group. The various intricacies of the model, combined with the analysis of the survey, interviews, and observations led to interesting conclusions on the model used and its compatibility with conceptually oriented instruction.
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