Title
Conceptual Teaching Strategies in a ComputerBased Math Curriculum: A Case Study,Used
Sold by Ergodebooks, an authorized reseller.
Returns accepted within 30 days | support@ergodebooks.com
Shipping Information
- Free Standard Shipping — United States only
- Processing Time: 1–3 business days
- Estimated Delivery: 3–5 business days after dispatch
- Double-boxed, fully insured & discreetly packaged
- Tracking number sent via email once dispatched
- Orders over $250 require signature upon delivery. Taxes calculated at checkout.
Returns & Refund
Returns accepted within 30 days of delivery.
Damaged or Defective Item
Free return shipping + replacement or full refund
Wrong Item Received
Free return shipping + replacement or full refund
Change of Mind
Return shipping at customer's expense · 25% restocking fee applies
Payment Option
This book summarizes a yearlong study that investigated the various strategies implemented by teachers in a computerbased Mathematics course delivery model. This model was a course design that included whole class instruction time as well as time spent (with teachers' assistance) utilizing computer software to practice exercises, submit homework assignments, and take quizzes and tests. The author surveyed the teachers involved in this model to determine the proportion of teachers that opt to support a conceptual agenda as opposed to those that had a procedural focus in their instruction. Then, through extensive observations and detailed interviews, the author highlighted the instructional methods used by each teacher group. The various intricacies of the model, combined with the analysis of the survey, interviews, and observations led to interesting conclusions on the model used and its compatibility with conceptually oriented instruction.
⚠️ WARNING (California Proposition 65):
This product may contain chemicals known to the State of California to cause cancer, birth defects, or other reproductive harm.
For more information, please visit www.P65Warnings.ca.gov.