Integrating Technological and Pedagogical Innovations

National Science Foundation Early Career Award, $649,312, 2008-2014.

In order to maintain a dual focus on novel forms of learning and teaching in the context of collaborative designs for networked classroom devices, this research blends two approaches. The first involves a series of design experiments in which new technology designs provide a context for exploring student learning through collaborative problem-solving activities and investigations. The second involves alternating between two different settings for conducting four successive year-long cycles of those design experiments: a set of high school Algebra classrooms taught by teachers who serve as collaborative partners in the design and implementation of new activity designs, and another high school Algebra classroom in which the principal investigator spends portions of two different school years as a researcher-teacher.

Designs: Graphing in Groups, Terms & Operations, Two Sides, NetGeo, Code Breaker 3.0

Journal Articles:

• White, T. (2018). Connecting levels of activity with classroom network technology. International Journal of Computer-Supported Collaborative Learning 13(1): 93-122.
• Lai, K. & White, T. (2014). How groups cooperate in a networked geometry learning environment. Instructional Science, 42(4): 615-637.
• White, T. & Martin, L. (2014). Math and Mobile Learning. TechTrends 58(1): 64-70.
• Lai, K. & White, T. (2012). Exploring quadrilaterals in a small group computing environment. Computers & Education, 59(3): 963-973.
• White, T., Booker, A., Carter Ching, C. & Martin, L. (2012). Integrating digital and mathematical practices across contexts: A manifesto for mobile learning. International Journal of Learning and Media, 3(3), 7-13.
• White, T., Wallace, M., & Lai, K. (2012). Graphing in groups: Learning about lines in a collaborative classroom network environment. Mathematical Thinking and Learning, 14(2), 149-172.
• White, T. & Pea, R. (2011). Distributed by design: On the promises and pitfalls of collaborative learning with multiple representations. Journal of the Learning Sciences, 20(3), 489-547.

Book Chapters:

• Brady, C., White, T., Davis, S. and Hegedus, S. (2013). SimCalc and the Networked Classroom. In S. Hegedus & J. Roschelle (Eds.), Democratizing Access to Important Mathematics through Dynamic Representations: Contributions and Visions from the SimCalc Research Program (pp. 99-121). Advances in Mathematics Education Series, Springer.
• White, T. (2013). Networked technologies for fostering novel forms of student interactions in high school mathematics classrooms. In C. Mouza & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective. Springer.

Refereed Proceedings:

• Sutherland, S. & White, T. (2011). Differentiating algebraic equivalences in classroom networks. In T. Lamberg (Ed.), Proceedings of the 33rd Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 33), Reno, October 20-23, 2011.
• White, T., Sutherland, S. & Lai, K. (2010). Constructing collective algebraic objects in a classroom network. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 1523-1530. Columbus, OH: The Ohio State University.
• Lai, K. & White, T. (2010). Developing students’ geometric reasoning in a networked computer environment. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 565-572. Columbus, OH: The Ohio State University.
• White, T. & Brady, C. (2010). Space and time in classroom networks: Mapping conceptual domains in mathematics through collective activity structures. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the International Conference of the Learning Sciences. University of Illinois at Chicago: Chicago, IL.
• White, T., Lai, K. & Kenehan, G. (2007). Designing collaborative mathematics activities for classroom device networks. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.),Proceedings of the Biennial Conference on Computer Supported Collaborative Learning. NJ: Rutgers University.