ERIC Number: ED489551
Record Type: Non-Journal
Publication Date: 2004-Jul
Reference Count: 12
An Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement and Pedagogy
Hegedus, Stephen J.; Kaput, James J.
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
We present two vignettes of classroom episodes that exemplify new activity structures for introducing core algebra ideas such as linear functions, slope as rate and parametric variation within a new educational technology environment that combines two kinds of classroom technology affordances, one based in dynamic representation and the other based in connectivity. These descriptions of how mathematical and social structures interact in the classroom help account for significant algebra learning gains in recent SimCalc teaching experiments among 13-16 year old students. (Contains 1 table and 2 figures.) [For complete proceedings, see ED 489538.]
Descriptors: Educational Technology, Algebra, Teaching Methods, Mathematics Instruction, Computer Assisted Instruction, Instructional Effectiveness, Class Activities
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Collected Works - Proceedings; Reports - Descriptive; Speeches/Meeting Papers
Education Level: Secondary Education
Authoring Institution: N/A