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Featured researches published by Terri L. Kurz.


Journal of Digital Learning in Teacher Education | 2012

Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use.

Terri L. Kurz; Ivana Batarelo Kokić

Abstract As there has recently been an onslaught of video cases being developed and implemented with preservice teachers, it is important to evaluate how we should use these cases. This research investigates the features elementary preservice teachers consider valuable when using video cases in mathematics education. The researchers used hierarchical cluster analysis to create a dendrogram that displayed statistically significant features. The study revealed two primary clusters—(a) cross-subject lessons emphasizing adaptations and techniques to reach a variety of learners and (b) problem-based lessons with students in groups supported by lesson analysis—as well as (c) a small third cluster of collection and distribution of materials. Ultimately, such findings can be used to guide the design and incorporation of tools for using mathematics-based video cases.


The Clearing House | 2011

Online Algebraic Tools for Teaching

Terri L. Kurz

Abstract Many free online tools exist to complement algebraic instruction at the middle school level. This article presents findings that analyzed the features of algebraic tools to support learning. The findings can help teachers select appropriate tools to facilitate specific topics.


european conference on information literacy | 2016

Student Teachers’ Perceptions of an Inclusive Future

Ivana Batarelo Kokić; Terri L. Kurz; Višnja Novosel

The relationship of student teachers’ attitudes towards disability, social inclusion and technology’s role in that process was investigated in this study. Results are situated in the context of current literature on social inclusion in the modern technological society, emphasizing people’s ability to use technology in order to engage in meaningful social practices. The student teachers’ attitudes towards social inclusion, perceived information literacy, self-efficacy, and perceived attributes of information and communication technologies (ICT) usage were the focus of this survey study. The questionnaire was administered to 300 future teachers studying at the graduate level in Croatia’s university system (University of Zagreb and University of Split). The data collected from the representative sample indicated a high correlation between student teachers’ attitudes towards disability and social inclusion, the self-assessment of information literacy and perceived attributes of ICT access and usage.


The Clearing House | 2016

Dog Mathematics: Exploring Base-4.

Terri L. Kurz; H. Bahadir Yanik; Mi Yeon Lee

ABSTRACT Using a dogs paw as a basis for numerical representation, sixth grade students explored how to count and regroup using the dogs four digital pads. Teachers can connect these base-4 explorations to the conceptual meaning of place value and regrouping using base-10.


Teaching children mathematics | 2015

i STEM: Investigating bridge design

Lukas J. Hefty; Terri L. Kurz; H. Bahadir Yanik

The conversation above, regarding a fifth-grade bridge design unit, demonstrates students working in Science and Engineering Practice 7 from the Next Generation Science Standards (NGSS) to engage in argument from evidence (NGSS Lead States 2013). This practice aligns closely with the third of CCSSM’s Standards for Mathematical Practice (SMP 3): “Construct viable arguments and critique the reasoning of others” (CCSSI 2010, pp. 6–7). Conversations such as the one above have become commonplace in classrooms that integrate Science, Technology, Engineering, and Mathematics (STEM). Students who study science and mathematics content for the direct purpose of performing science investigations and designing engineering solutions are better prepared to reason and make critical decisions about the data they collect as well as to use specifi c data to support their reasoning. In addition to a written report, each team presented its fi nal bridge design to the class, citing evidence that the bridge met or exceeded design criteria. BR ID G E: A N D JI /T H IN KS TO C K; P H O TO G RA PH : L U KA S J. H EF TY Teaching Children Mathematics; Department, iSTEM; Problem Solving; STEM; Teacher; Lesson Plan; Activity Sheet; Connections/Applications; STEM


The Clearing House | 2014

Using Archeological Data to Model Mathematics.

H. Bahadir Yanik; Terri L. Kurz; Yasin Memis

Abstract The purpose of this investigation is to describe an implementation of a modeling task using mock data from an ancient archeological find. Students discover the relationship between the height of a person and his or her stride length. Qualitative data from student discussions document thinking and reasoning.


Techtrends | 2005

Issues and challenges of creating video cases to be used with preservice teachers

Terri L. Kurz; Gloria Llama; Wilhelmina C. Savenye


Contemporary Issues in Technology and Teacher Education Journal | 2005

A Taxonomy of Software for Mathematics Instruction.

Terri L. Kurz; James A. Middleton; H. Bahadir Yanik


Techtrends | 2010

Constructive Features of Video Cases to Be Used in Teacher Education

Terri L. Kurz; Ivana Batarelo


Educational Technology Research and Development | 2009

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

Terri L. Kurz; Ivana Batarelo; James A. Middleton

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Jorge Garcia

California State University

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Gloria Llama

Arizona State University

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Mi Yeon Lee

Arizona State University

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Amanda Sibley

Arizona State University

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Jiahong Li

Arizona State University

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