التكنولوجيا الديناميكية المتخصصة: دورها في تطوير المعرفة المتخصصة بالمحتوى وتطوير الحس العددي

Ball, D., L., & Bass, H. (2000). Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics. In Boaler, J., (Ed.), Multiple perspectives on Mathematics Teaching and Learning (pp. 83-104). CT: Greenwood Publishing Group, Inc.

Ball, L., D., Thames, H., M., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special. Journal of Teacher Education. 59(5), 389-407.

Baradwaj, K., B., & Pal, S. (2011). Mining Educational Data to Analyze Students’ Performance. International Journal of Advance computer Science and Applications. 2(6), pp. 63-69.

Bereiter, C., & Scardamalia, M. (1989). Intentional Learning as a Goal of Instruction. In Resnick, L., B., (Ed.), Knowing, Learning, and Instruction (pp.361-392). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., Publishers.

Calder, N. (2015). Apps: Appropriate, applicable, and appealing? In T. lowrie & R. Jorgensen (Zevenbergen) (Eds.), Digital games and mathematics learning, mathematics education in the digital era 4 (pp. 233-250). Netherlands: Springer.

Donaldson, M. (1983) Human Minds: An Exploration. London: Penguin.

Donaldson, M., Grieve, R., & Pratt, C. (1993) Early Childhood Development and Education. Oxford: Blackwell.

Driscoll, M.P. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.

Drijvers, P. Kieran, C., Mariotti, M., with Ainley, J., Andresen, m., Chan, C., Y., Dana-Picard, Th., Gueudet, G., Kidron, I., Leung, A., and Meagher, M. (2010). Integrating Technology into Mathematics Education: Theoretical Perspectives. In Hoyles, C., and Lagrange J. (Eds.). Mathematics education and technology-rethinking the Terrain (pp. 89-132). New York, Springer Science + Business Media. Doi: 10.1007/987-1-4419-0146-0.

Dorouka, P., Papadakis, S., & Kalogiannakis, M. (2020). Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. Int. J. Mobile Learning and Organisation, 14(2), 255-274.

Eisenberg, Th. (1992) On the Development of a Sense for Functions. In Harel, G., and Dubinsky, E. (eds.), The Concept of Function: Aspects of Epistemology and Pedagogy. USA: The mathematical Association of America.

Eisner, E. W. (1996). Cognition and Curriculum Revisited. London: Paul Chapman Publishing.

Fernandez, M., & Robinson, M. (2006). Prospective Teachers’ Perspectives on Microteaching Lesson Study. Education, 127(2), 203-215.

Glazer, E. (2001). Using Internet Primary Source to Teach Critical Thinking Skills in Mathematics. CT: Greenwood Publishing Group, Inc.

Hiebert, J., Carpenter, T., P., Fennema, E., Fuson, K., C., Weane, D., Murray, H., Olivier, A., & Human, P. (1997). Making Sense: Teaching and Learning with Understanding. Portsmouth, NH: Heimann.

Ingram, N., Williamson-Leadley, S., & Pratt, K. (2016). Showing and telling: using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 28(1), 123-147.

Johnston-Wilder S. and Pimm D. (2017).Learning mathematics through digital technology. In Editor S. Johnson-Wilder, C. Lee and D. Pimm (Eds.), Learning to Teach Mathematics in the Secondary School. A companion to school experience (pp. 164 – 191). New York, NY: Routledge.

Jordanian Ministry of Education. (2019). The General Curriculum Framework: Curriculum Specification for Elementary and Secondary school Mathematics. Amman. Ministry of Education Publication Center.

Kalogiannakis, M., Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. Int. J. Mobile Learning and Organization, 13(1), 2019,113-127.

Kelly, A., V., (2009). The Curriculum Theory and Practice. London: SAGE publication Limited.

Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., Baumert, J. (2015). Content Knowledge and Pedagogical Content Knowledge in Taiwanese and German Mathematics Teacher. Teaching and Teacher Education, 46, 115-126.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Kunkel, P., Chanan, S., and Steketee, S. (2006). Exploring Algebra 1 with the Geometer’s Sketchpad. CA: Key Curriculum press.

Lesh, R., Lester, F., K., Hjalmarson, M. (2003). A model and modeling Perspective on Metacognitive Functioning in Everyday Situations Where Problem Solvers Develop Mathematical Constructs. In Lesh, R., and Doerr, H., (Ed.), Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching (pp. 383-403). NJ: Lawrence Erlbaum Associate, Inc., Publishers.

Lester, F., K., and Charles, R. (2003). Teaching Mathematics through Problem Solving: Pre-K- Grade 6. Reston, VA: National Council of Teacher of Mathematics (NCTM).

Marti, A., & DeCarli, E. (2012). Exploring Number and Operations with the Geometer's Sketchpad. CA: Key Curriculum Press.

Mostow, J., Beck, J. (2006). Some useful tactics to modify, map and mine data from intelligent tutors. National Language Engineering, 12(2), 195-208. Cambridge University Press. Doi:10.1017/S1351324906004153

Papadakis, S. (2018). The use of computer game in classroom environment. International Journal of Teaching and Case Studies, 9(1), 1-25.

Papadakis, S., Kalogiannakis, M., & Zaranis, M. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies 23, 1849-1871.

Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., Mcdaniel M., & Metcalfe, J. (2007). Organizing Instruction and Study to Improve Learning. (NCER 2007-2004). National Center for Education Research, Institute of Education sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.

Romero, C., & Ventura, S. (2007). Educational Data Mining: A survey from 1995 to 2005. Expert System with Application. 33(1), 135-146.

Rothschild, M., & Williams, C.C. (2015). Apples and coconuts: Young children ‘kinect-ing’ with mathematics and sesame street. In T. Lowrie and R. Jorgensen (Zevenbergen)(Eds.), Digatal games and mathematics learning, mathematics education in the digital era, 4, (pp. 123-139), Netherlands: Springer.

Schmidt, S., & Others. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Pre-service Teachers. Journal of Research on Technology in education (JRTE), 42(2), 123-149.

Schoen, H., & Charles, R. (Eds.) (2003). Teaching Mathematics Through Problem Solving: Grades 6-12, Reston, VA: National Council of teacher of Mathematics (NCTM).

Sierpinska, A. (1994). Understanding in Mathematics. London: The Falmer Press.

Shamir, H., Feehan, K., & Yoder, E. (2017b). Does CAI improve early math skills? In Proceedings of the 9th International Conference on Computer Supported education (CSEDU 2017), vol. 2, (pp. 285-292). Porto.

Shulman, L.S. (1987). Knowledge and Teaching: Foundation of the New Reform. Harvard Educational Review, 57(1), 1- 22.

Swan, M. (2001). Dealing with Misconceptions in Mathematics. In Gates, P. (Ed.), Issues in Mathematics teaching (pp. 147-165). New York, NY: Routledge.

Valtonen, C. M., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, C. M., & Ma ̈kitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers' twenty-first century skills. Australasian Journal of Educational Technology. 33(3), 15 –31.

Vidakis, N., Barianos, K., A., Trampas, M., A., Papadakis, S., Kalogiannakis, M., & Vassilakis, K. (2019). In Proceeding of the 11th International Conference on Computer Supported Education (CSEDU), (PP. 36-43).