NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1042222
Record Type: Journal
Publication Date: 2014
Pages: N/A
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-1528-5804
The Role of Technology in Supporting Students' Mathematical Thinking: Extending the Metaphors of Amplifier and Reorganizer
Sherman, Milan
Contemporary Issues in Technology and Teacher Education (CITE Journal), v14 n3 2014
The use of instructional technology in secondary mathematics education has proliferated in the last decade, and students' mathematical thinking and reasoning has received more attention during this time as well. However, few studies have investigated the role of instructional technology in supporting students' mathematical thinking. In this study, the implementation of 63 mathematical tasks was documented in three secondary and one middle school mathematics classroom, and the Mathematical Tasks Framework (Stein & Smith, 1998) was used to correlate the cognitive demand of mathematical tasks with the use of technology as an amplifier or reorganizer of students' mental activity (Pea, 1985, 1987). Results indicate that the use of technology generally aligned with teachers' current practice in terms of the distribution of low- and high-level tasks enacted in their classrooms. However, the use of technology as a reorganizer of students' thinking was strongly correlated with these teachers' attempts to engage their students with high-level tasks. The distinction between using technology as an amplifier or a reorganizer is refined and extended through its application at the grain size of mathematical tasks, and implications for mathematics teacher education are discussed.
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A