CITE Journal🔒 SSL Verified

Table of Contents

• ↓ Most Recent Articles
• ↓ Most Read
• ↓ Issue Archives
• ↓ Top Alternatives to citejournal.org

6-Month Traffic Trend Estimate

Visual representation extracted from citejournal.org

Content Snippets from citejournal.org

"The CITE Journal is an online, open-access, peer-reviewed journal, established and jointly sponsored by six professional associations (AMTE, ASTE, NCSS-CUFA, ELATE, ITEEA,  and SITE). The works on this site are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License"

"This study evaluated programming and robotics (PR)-integrated geometric learning activities designed to build prospective teachers’ (PSTs’) knowledge and skills necessary for incorporating PR in elementary geometry classrooms. To identify the learning opportunities these activities provided to PSTs, the authors examined arguments PSTs generated to justify the correctness of programs designed for robots to travel along triangular paths, as well as their initial and postsurvey responses and written reflections describing their beliefs about learning and teaching mathematics with PR and demonstrating their learning experience through the PR-integrated activities. Data analysis showed three different domains of learning opportunities offered to PSTs for their knowledge development for teaching PR in mathematics classrooms: (a) developing an understanding of geometric concepts used in program design, (b) improving justifying skills of using geometric reasoning to verify the correctness of robot programs, and (c) building productive views toward learning and teaching mathematics with PR. The researchers also identified the specific knowledge and skills PSTs used to verify program correctness before testing with physical robots. Suggestions are proposed for teacher education to prepare PSTs for PR-integrated mathematics instruction."

"The education environment increasingly emphasizes the need for teachers to ground their practice in the evidence base, which requires the ability to locate and critically evaluate online information. Within the context of a preservice teacher education literacy course, this study examined the online popular sources students chose to cite in an assignment after completing a lesson focused on finding information through both library resources and general online searches. The WHY Method, a framework for characterizing source authority, along with literacy educator classifications of reputation and alignment with the evidence base, were used to analyze students’ online popular source selections. Some preservice teachers had challenges discerning whether the source was scholarly or popular based on how the online content was presented. Preservice teachers primarily cited static webpages and often failed to fully integrate ideas from the online popular sources into their papers. The WHY Method provided a practical way to characterize source authority and reputation, but the literacy educator classifications were necessary to evaluate the source’s alignment with the evidence base. The analysis of these online popular sources indicates that preservice teachers must be explicitly taught how to evaluate and use sources of information they find online."

Key Topics & Focus Areas for citejournal.org:

Most Recent Articles

Most Read

Issue Archives