Elementary Preservice Teachers Designing Website Supported Mathematical Investigations for Students Performing Below Grade Level

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Kurz, T., Batarelo, I. & Lopez, D.M. (2008). Elementary Preservice Teachers Designing Website Supported Mathematical Investigations for Students Performing Below Grade Level. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5993-6002). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29213.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Terri Kurz, California State University, Bakersfield, United States; Ivana Batarelo, Faculty of Philosophy, University of Zagreb, Croatia, Croatia; Diana M. Lopez, California State University, Bakersfield, United States

Abstract

Grade retention is a common practice in the United States; it is designed to fix educational discrepancies by providing a second opportunity to learn the same material. However, research shows that this practice does not help children become more successful in education. Therefore, preservice teachers must be provided with alterative techniques to support students who are below grade level through curriculum design and development. This paper provides a framework to guide elementary preservice teachers in developing mathematics curriculum supported by the use of technology to be used as an intervention when children are failing to achieve at grade level. The curriculum model follows a constructivist approach using technology as a tool to help guide investigations.

Keywords

• Elementary Education
• Middle School Education
• Educational Technology
• Preservice Teacher Education
• Information Communication Technologies

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