Animated Mathematical Proofs in Elementary Education

Human–Computer Interaction Series - The Impact of Pen and Touch Technology on Education ◽

10.1007/978-3-319-15594-4_7 ◽

2015 ◽

pp. 67-79 ◽

Cited By ~ 2

Author(s):

Kimberle Koile ◽

Andee Rubin

Keyword(s):

Elementary Education ◽

Mathematical Proofs

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Scaffolded Daily Writing Assignments Introducing the Writing of Mathematical Proofs

Prompt A Journal of Academic Writing Assignments ◽

10.31719/pjaw.v3i1.30 ◽

2019 ◽

Vol 3 (1) ◽

Author(s):

David Abrahamson

Keyword(s):

Elementary Education ◽

Education Majors ◽

Early Exposure ◽

Writing Assignments ◽

Elementary Education Majors ◽

Incremental Approach ◽

Mathematical Proofs ◽

Instructional Technique ◽

Daily Writing ◽

Do So

Writing mathematical proofs is a key component of writing in the discipline in mathematics. Historically, many students have struggled in pursuing this endeavor, particularly during their early exposure to the process. To help students progress toward the goal of being able to consistently create well-written proofs, I present an incremental approach used in a course for elementary education majors who are concentrating in mathematics. This approach uses daily low-stakes writing assignments. Using this instructional technique, I found that student engagement improved and that, overall, better mathematical proofs were written. One more instructor at my institution has already adopted the same methods, and I expect more to do so.

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Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.4.100 ◽

2010 ◽

Vol 19 (4) ◽

pp. 100-107 ◽

Cited By ~ 1

Author(s):

Lindsay Kessel ◽

Linda Sue Sickman

Keyword(s):

Elementary Education ◽

General Education ◽

Augmentative And Alternative Communication ◽

General Education Teachers ◽

Classroom Teachers ◽

Education Majors ◽

Alternative Communication ◽

Elementary Education Majors ◽

Education Major ◽

Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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