Abstract
Technology-based learning environments have been created based on learning content and available technologies. Creating technology-based learning environments that are content specific is a challenge many teachers have faced. The available technologies teachers have been restricted based on school resources and if the technology can be paired with the learning content. Furthermore, student abilities may have caused restriction the technologies teachers have to choose from. Teachers have been under pressure to choose technologies that contribute to learning. As technology is an affordance for assisting students in learning, examining technology-based learning environments is needed for assisting teachers with successful integration. This literature review will examine technology-based mathematics classrooms. The purpose of the literature review is to propose an algorithmic device that chooses technology based on the needs of learners in mathematics classrooms. The algorithmic device will serve as the extension of teachers’ minds for choosing technology, allowing teachers to focus their knowledge on developing students’ knowledge. Supporting theories are discussed on technology-based mathematics classrooms, algorithmic devices, and cognitive extension. Future research should investigate the effects of an algorithmic device used to help with technology integration on teacher knowledge and student achievement. Implications and recommendations are discussed for the proposed algorithmic device and for future research on the integration of the algorithmic device.
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Lankford, B. (2021). Creating Technology-Based Mathematics Learning Environments: Extension of Teacher Knowledge and Student Achievement. In: Arai, K., Kapoor, S., Bhatia, R. (eds) Proceedings of the Future Technologies Conference (FTC) 2020, Volume 1. FTC 2020. Advances in Intelligent Systems and Computing, vol 1288. Springer, Cham. https://doi.org/10.1007/978-3-030-63128-4_65
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