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Creators/Authors contains: "Dick, L K"

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  1. ; ; ; ; ; ; (, Kent State University)
    Kosko, K W; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G A (Ed.)
    Free, publicly-accessible full text available November 7, 2025
  2. ; ; ; ; ; ; (, PME-NA)
    Free, publicly-accessible full text available November 6, 2025
  3. (, The international journal for technology in mathematics education)
    Accepted Manuscript Full Text Available
  4. (, Journal of technology and teacher education)
    Accepted Manuscript Full Text Available
  5. ; ; ; (, Mathematics teacher educator)
    In this article, we present a set of design principles to guide the development of instructional materials aimed to support preservice secondary mathematics teachers (PSMTs) examining student practices in technology-mediated environments. To develop design principles, we drew on the literature related to technological pedagogical content knowledge (TPACK; Niess, 2005), video cases as learning objects (Sherin & van Es, 2005), and professional noticing (Jacobs, et al., 2010). After presenting the design principles, we share a task created using these design principles. Finally, we share PSMTs’ refections about changes in their own understanding after examining students’ practices. Their responses provide insights into the usefulness of the design principles for deepening PSMTs’ mathematical knowledge and knowledge of students’ understanding, thinking, and learning with technology. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; (, Mathematics teacher educator)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; (, Journal of technology and teacher education)
    Accepted Manuscript Full Text Available
  8. ; ; ; ; (, Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available
  9. ; ; ; ; (, Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    In support of standards for the learning and teaching of mathematics and statistics that advocate for the use of technology to promote reasoning and sense making, and to elicit student thinking, we draw on the use of authentic student work in the form of video case instruction to develop prospective secondary mathematics teachers’ [PSMTs] knowledge of students’ understanding, thinking, and learning with technology in mathematics. Specifically, we draw on the extant literature related to TPACK, video cases as learning objects, and noticing to propose a set of design principles intended to guide the development of materials to support PSMTs’ acquisition of TPACK. Here we explicate six design principles situated in the literature, provide an example of a module designed based on these principles, and share findings from pilot studies utilizing the module. 
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    Accepted Manuscript Full Text Available
  10. ; ; ; ; (, Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available