| Foreword |
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xxiii | |
| Preface |
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xxv | |
| Acknowledgment |
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xxxii | |
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Section 1 Framing Knowledge for Teaching Mathematics with, Technology in the Digital Age |
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Chapter 1 Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers |
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1 | (22) |
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Chapter 2 Design and Implementation Principles for Dynamic Interactive Mathematics Technologies |
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23 | (29) |
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Chapter 3 Transforming Mathematics Teaching through Games and Inquiry |
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52 | (26) |
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Chapter 4 Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice |
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78 | (29) |
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Chapter 5 Mathematics Education Technology Professional Development: Changes over Several Decades |
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107 | (30) |
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Chapter 6 Distance Technologies and the Teaching and Learning of Mathematics in the Era of MOOC |
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137 | (29) |
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Section 2 Developing and Assessing Preservice Teacher Knowledge for Teaching Mathematics with Technologies in the Digital Age |
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Chapter 7 Documenting a Developing Vision of Teaching Mathematics with Technology |
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166 | (24) |
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Chapter 8 Transforming Mathematics Teacher Knowledge in the Digital Age through Iterative Design of Course-Based Projects |
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190 | (25) |
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Chapter 9 Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum: The Case of Digital Instructional Materials |
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215 | (26) |
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Chapter 10 Transforming Lesson Design through Animation: Preservice Mathematics Teachers' Plan-Imations |
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241 | (31) |
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Chapter 11 Prospective Teachers' Incorporation of Technology in Mathematics Lesson Plans |
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272 | (21) |
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Chapter 12 Formative Assessment and Preservice Elementary Teachers' Mathematical Justification: Using Digital Tools for Convincing and Assessing |
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293 | (31) |
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Chapter 13 Learning Mathematics and Technology through Inquiry, Cooperation, and Communication: A Learning Trajectory for Future Mathematics Teachers |
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324 | (29) |
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Chapter 14 Mathematics Teacher Educators' TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs |
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353 | (29) |
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Section 3 Transforming and Assessing Inservice Teacher Knowledge for Teaching Mathematics with Technologies in the Digital Age |
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Chapter 15 The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment |
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382 | (24) |
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Chapter 16 Designing Elementary Mathematics Games using Effective Mathematics Teaching Practices |
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406 | (27) |
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Chapter 17 Developing Teachers' TPACK for Mathematics through Professional Development: The Case of InterMath |
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433 | (30) |
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Chapter 18 Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections |
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463 | (30) |
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Chapter 19 An Algebra Teacher's Instructional Decision-Making Process with GeoGebra: Thinking with a TPACK Mindset |
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493 | (26) |
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Chapter 20 Dynamic Approach to Teaching Geometry: A Study of Teachers' TPACK Development |
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519 | (32) |
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Chapter 21 Preparing Teachers to Implement Technology: The CCMS Experience |
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551 | (26) |
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Chapter 22 A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments |
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577 | (31) |
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| Compilation of References |
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608 | (57) |
| About the Contributors |
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665 | (10) |
| Index |
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675 | |
