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ERIC Number: ED500887
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 4
Abstractor: Author
Windows on Practice Investigating Equity in Technology Based Mathematics Classrooms
Vale, Colleen
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v1 p161-164
The strengths and weaknesses of using ethnographic research to investigate equity in a study of a grade 9 class that used a dynamic geometry program with laptop computers will be presented. It will be argued that research approaches that involve "windows on practice" provide understanding of not only who is advantaged and disadvantaged in technology-mediated classrooms but how this occurs. The way that other paradigms such as reflexive methods may enhance qualitative research will be proposed. Studies that involve "windows on equitable practice" will provide mathematics educators with models for advancing equity in mathematics learning when teaching with technology. (Contains 1 table.) [For complete proceedings, see ED500857.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A