Jason Silverman

Inquiry-Based Learning Through Image Processing [dsp Education]

As in many states, educators in Pennsylvania school districts are strongly encouraged to incorporate science, technology, engineering, and mathematics (STEM) activities and applications into the high school classroom. Incorporating topics on engineering into the high school curriculum poses a challenge for the educator, however, since most science textbooks and teacher resources (for levels prior to college) include little if any engineering content or activities [1]. Therefore, teachers must consult alternative resources if they intend to include engineering concepts in the classroom. With recent educational cuts and standardized testing stress, educators have little time to seek out such resources.

Designing Interactive Technology to Scaffold Generative Pedagogical Practice

This chapter introduces a web-based assessment environment, the EnCoMPASS Environment, that was purposefully designed to scaffold activities consistent with a group of mathematics teacher educators’ practices as well as research-based instructional practices. The chapter details the design of the tool and then presents preliminary findings from our analysis of 21 practicing teachers’ collective mathematical activity mediated by the tool. Findings indicate that the software environment supported teachers’ participation in common practices for examining student work as well as more generative practices such as providing evidence-based feedback. The study has implications for a way in which to conceive of the design of technologies to support generative professional development at a distance.

Research on Technologically Mediated Mathematics Learning at a Distance: An Overview and Introduction

In this chapter, we provide an overview and introduction to this monograph, which reports on the work of an international group of scholars that joined together at the 13th International Congress on Mathematics Education to share and build on current and emerging research in distance learning, e-learning and blended learning in mathematics. We share work that emerged from Topic Study Group 44: Distance learning, e-learning, blended learning, including research and development in the use of digital teaching and learning platforms, usage of this technology to scaffold mathematics instruction and tutoring, novel interfaces for communicating and analyzing student thinking, and specialized mathematics teacher education platforms.