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Award ID contains: 1758368

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  1. ; (, The California Mathematics Council communicator)
    Accepted Manuscript Full Text Available
  2. ; ; ; (, Proceedings of SITE Interactive Conference. Online: Association for the Advancement of Computing in Education (AACE))
    Langran, L.; Henriksen, D (Ed.)
    Virtual manipulatives are a supportive tool to teaching fractions in a remote setting, as screens can be shared and problems can be explored as a class. For students who are new to dividing fractions, online, virtual two-sided chips are an adaptable tool used to facilitate student learning as they visualize the meaning of division using the set model to divide fractions. Preservice teachers explore the concept of dividing fractions using the virtual set model, moving beyond the traditional algorithm and the area model. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; (, Proceedings of Society for Information Technology & Teacher Education International Conference)
    Langran, E.; Archambault, L. (Ed.)
    Improving the quantity and quality of STEM teachers is one of the goals of the Noyce Scholarship Grant Program implemented through the National Science Foundation. Here, we examine how the change to remote learning impacted ASU'’s Noyce Scholarship program. Our research question was as follows: what kinds of successes and struggles did STEM Noyce (a) in-service and (b) pre-service scholars experience in the first year of remote teaching during the pandemic? We interviewed three different cohorts of Noyce scholars: preservice teachers, first year teachers and second year teachers. Results showed that some scholars saw benefits to remote learning including more free time for other learning activities. They also observed teachers dedicated to student success. Challenges included an inability to reach all students, a continued focus on standardized tests, and a lack of flexibility within the districts. 
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    Accepted Manuscript Full Text Available