01736nam a22001817a 450000500170000000800410001702200140005810000260007224500780009826000770017630000160025344000880026950500650035752009230042265001180134570000480146385600430151120240116133521.0240116b           ||||| |||| 00| 0 eng d  a0025-5769  aHarkey, Elizabeth B.   aTwo Technology Frameworksb: Their Use in Lesson Design (Journal Article)  aReston, Virginia b: National Council of Teachers of Mathematicsc, 2023  a869–873p.  aMathematics Teacher: Learning Teaching PK12 v, Volume 116: Issue 11, November 2023  a***______{For Hard Copy, Please visit Library.}________***

  aAbstract: Many teachers reported improved skills in using technology as a direct result of teaching virtually during the pandemic (Bushweller, 2020). We wondered which uses of technology would continue as teachers transitioned back into face-to-face classrooms. Recognizing that mere incorporation of technology into instruction does not guarantee enriched learning (National Council of Teachers of Mathematics, 2014), we also wondered what frameworks were available to support making purposeful decisions regarding the incorporation of technology into mathematics lessons. Having used the mobile-learning or m-learning framework (Kearney et al., 2012) and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model (Puentedura, 2013) separately in other contexts (see Barlow et al., 2020; Barlow & Groves-Scott, 2020), we hypothesized that these frameworks taken together might be useful in this way.  a Mathematics Teaching Practices| Reasoning/Sense Making/Proof| Mathematical Practices| Construct viable arguments  aBarlow, Angela T. | Groves, Victoria-Scott   uhttps://doi.org/10.5951/MTLT.2022.0189