Papers by Thomas Defranco
Your article is protected by copyright and all rights are held exclusively by Springer Science +B... more Your article is protected by copyright and all rights are held exclusively by Springer Science +Business Media Dordrecht. This e-offprint is for personal use only and shall not be selfarchived in electronic repositories. If you wish to self-archive your work, please use the accepted author's version for posting to your own website or your institution's repository. You may further deposit the accepted author's version on a funder's repository at a funder's request, provided it is not made publicly available until 12 months after publication.
An Examination of Video Worked Examples on Student Performance in Calculus
The international journal for technology in mathematics education, Dec 1, 2021
The Impact of Blocked Practice versus Mixed Practice and the Strategy of Overlearning on Student Performance in Calculus
Investigations in mathematics learning, Mar 10, 2024
Development of an Instrument to Measure Preservice Teachers' Technology Skills, Technology Beliefs, and Technology Barriers
Computers in the Schools, 2008
ABSTRACT. The purpose of this study was to develop and field-test the Technology Skills, Beliefs,... more ABSTRACT. The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a field-based ...
The Mathematics Enthusiast
The William Lowell Putnam Mathematical Competition, since its inception in 1938, has had a substa... more The William Lowell Putnam Mathematical Competition, since its inception in 1938, has had a substantial impact on the field of mathematics in the United States and Canada. It rivals in this respect the classic Tripos in Cambridge and the influential Eötvös competition in Hungary. While there have been many different reasons for the remarkable expansion of mathematics during the past forty years, we believe that the challenge provided by the Putnam Competition has led many gifted college students into serious involvement with mathematics, and our profession is the richer for it (as cited in Mathematical Association of America, 1980, p. vii).
Educational Perspectives, 2003
Making Decisions About Discourse: Case Studies of Three Elementary-Level Teachers with Various Backgrounds and Years of Teaching Experience
Investigating a Strategy for Solving Indefinite Integration Problems: An fMRI Study
School Science and Mathematics, 1998
Interest in interdisciplinary, integrated curriculum development continues to increase. However, ... more Interest in interdisciplinary, integrated curriculum development continues to increase. However, teachers who have been given primary responsibility for developing these materials are often working with little guidance. A model for developing theme‐based, interdisciplinary, integrated curriculum is presented in this article. The model includes two phases, a theme creation phase and an activity refinement phase. Validity criteria from the interdisciplinary curriculum literature are used to assess the power of potential themes. An integration continuum model is used to facilitate refinement of activities included in the theme‐based instruction. The curriculum development model is used to clarify the meaning of the terms theme‐based, interdisciplinary, and integrated. The model is intended to be used by curriculum developers to facilitate the creation of powerful interdisciplinary lessons.
Philosophy's Role in Characterizing the Nature of Educational Psychology and Mathematics
Educational Psychologist, Sep 1, 2003
... Jonna M. Kulikowich Program in Educational Psychology Pennsylvania State UniversityThomas C. ... more ... Jonna M. Kulikowich Program in Educational Psychology Pennsylvania State UniversityThomas C. DeFranco Neag School of Education Department of Mathematics University of Connecticut Philosophical inquiry promotes questioning and debate. ...
School Science and Mathematics, 1997
Interest in interdisciplinary, integrated curriculum development continues to increase. However, ... more Interest in interdisciplinary, integrated curriculum development continues to increase. However, teachers, who have been given primary responsibility for developing these materials, are often working with little guidance. At present there exists no clear definition of the meaning of integration of mathematics and science. A continuum model of integration is proposed as a useful tool for curriculum developers as they create new integrated mathematics and science curricula or adapt commercially prepared materials. On the continuum, activities range from mathematics or science involving no integration to those activities including balanced mathematics and science concepts. Several examples are given to illustrate the utility of the continuum model for analysing integrated curricula. The continuum model is intended to be used by curriculum developers to clarify the relationship bet\veen the mathematics and science activities and concepts and to guide the modification of lessons.
Your article is protected by copyright and all rights are held exclusively by Springer Science +B... more Your article is protected by copyright and all rights are held exclusively by Springer Science +Business Media Dordrecht. This e-offprint is for personal use only and shall not be selfarchived in electronic repositories. If you wish to self-archive your work, please use the accepted author's version for posting to your own website or your institution's repository. You may further deposit the accepted author's version on a funder's repository at a funder's request, provided it is not made publicly available until 12 months after publication.
the International Group for the Psychology of Mathematics Education. DISCUSSION GROUP ON MATHEMATICS CLASSROOM DISCOURSE
This discussion group will investigate the nature and role of discourse in mathematics classrooms... more This discussion group will investigate the nature and role of discourse in mathematics classrooms. We will analyze, discuss, and interrogate various frameworks for researching the nature and impact of discourse practices in terms of both social and mathematical aspects. We will address related methodological and analytical challenges and consider ways of connecting research with practice. We will structure the sessions around three framing questions relating to theoretical frameworks, analytic techniques, and impact on mathematics education. The first session will begin with multiple analyses of one classroom episode. The second session will build from discussions begun in the first session and will focus on developing future directions for the discussion group and potential writing projects, with the focus on how we might offer a unique contribution. Rationale for Discussion Group on Mathematics Classroom Discourse This discussion group will investigate the nature and role of disco...
Current Issues in Education, 2012
International comparison studies indicate that Chinese students outperform many of their peers in... more International comparison studies indicate that Chinese students outperform many of their peers in mathematics tests and competitions. Since teaching is a major determinant in students’ learning gains, it is reasonable to hypothesize that this learning gap is associated with their teachers. The development of teaching expertise has not received sufficient attention in research investigations in mathematics education. By examining a group of award-winning grades 7-12 mathematics teachers from the Shandong province in China, this study identified the characteristics of these teachers and illuminated how their expertise had been developed over the years. The findings provide an insightful view of effective teaching practices in China from an international perspective.
Building Bridges: Improving the Teaching Practices of TAs in the Mathematics Department
EJ637460 - Building Bridges: Improving the Teaching Practices of TAs in the Mathematics Department.
What experts say and do regarding the use of technology in the mathematics classroom
Journal of research and development in education, 2000
Experts using technology to enhance mathematics instruction have, through national standards, att... more Experts using technology to enhance mathematics instruction have, through national standards, attempted to convey ideas concerning best practices. Research concerning Social Judgment Theory (SJT) has found many instances where expert judges, when asked, report one set of factors to be most important, but when making actual judgments, rely on a very different weighting of factors. We developed 20 profiles of actual computer-using mathematics teachers and asked experts to rank the profiles in the context of selecting a profile for a hypothetical award. We used regression analysis to predict the award winner based on experts' actual use of profile dimensions. Additionally, experts were asked to report weights of dimensions they felt they used in making judgments. Actual award judgments were highly predictable from profile dimensions (adjusted R-square = .98) with teacher actions being most relevant, along with student actions and the nature of the classroom environment. In contrast...
School Science and Mathematics, 1994
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Papers by Thomas Defranco