From preliminary analysis of teacher-nominated examples of successful technology-supported practice in secondary-school mathematics, the use of graphing software to teach about algebraic forms was identified as being an important archetype. Employing evidence from lesson observation and teacher interview, such practice was investigated in greater…

Analyzes the pedagogical ideas underpinning teachers' accounts of the successful use of computer-based tools and resources to support the teaching and learning of mathematics. Organizes central themes to form a pedagogical model capable of informing the use of such technologies in classroom teaching and generating theoretical conjectures for…

Proposes that ability is a concept central to the current practices of mathematics teaching. Argues that the widespread view that mathematics learning is an ordered progression through a hierarchy of knowledge and skills subjects students to "ability stereotyping" and serves as a gross global model. (TW)

Describes a simple exploratory teaching model including exploration and codification phases. Reports the findings of a small-scale action-research project to implement and evaluate it. Concludes that there was no underachievement for the exploratory approach, and a strong association between student performances for routinized mathematical…

Compared was the mathematical performance of secondary school students for whom a graphic calculator was a standard mathematical tool, with that of students of similar background without regular access to graphing technology. Increased achievement on symbolization tasks, especially for females, was shown for students who used the graphing…

Views of (n=70) 16- and 17-year olds on mathematical knowledge, activity, and learning were analyzed using factorial techniques. Findings suggest there was no simple systematic relationship between beliefs about the nature of mathematical knowledge and the teaching and learning of mathematics. (19 references) (Author/MKR)

Examines the social framework and influence of public assessment within school systems and identifies three directions for assessment reform: (1) increasing authenticity and realism of assessment tasks; (2) increasing interpretive quality of assessment and information; and (3) increasing integration of teaching, learning, and assessment processes.…