Abstract—This paper is about teaching third-grade Common Core mathematical content as the learning goal of mathematics (NCTM, 2014) by using digital media—namely, tablets—in a low-income urban school classroom. The Substitution, Augmentation, Modification, and Redefinition (SAMR) model was used for the technology aspect of this paper, which presents how these instructional methods were adapted to the teacher’s modeling and encouragement of the children’s authorship in learning mathematics.
Index Terms—Mathematical learning, low-income children, digital media.
Sam Clark is with Greensview Elementary School, Upper Arlington, OH USA (e-mail: email@example.com).
Lena Lee is with Department of Teacher Education, at Miami University, OH USA (e-mail: firstname.lastname@example.org).
Cite: Sam Clark and Lena Lee, "Technology Enhanced Classroom for Low-Income Children’s Mathematical Content Learning: A Case Study," International Journal of Information and Education Technology vol. 9, no. 1, pp. 66-69, 2019.