NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ907756
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1033-2170
CAS-Enabled Technologies as "Agents Provocateurs" in Teaching and Learning Mathematical Modelling in Secondary School Classrooms
Geiger, Vince; Faragher, Rhonda; Goos, Merrilyn
Mathematics Education Research Journal, v22 n2 p48-68 2010
This paper draws on a one year study of three secondary school classrooms to examine the nature of student-student-technology interaction when working in partnership with computer algebra systems (CAS) on mathematical modelling tasks and the classroom affordances and constraints that influence such interaction. The analysis of these data indicates that CAS enabled technologies have a role to play as provocateurs of productive student-student-teacher interaction in both small group and whole class settings. Our research indicates that technologies that incorporate CAS capabilities have the potential to mediate collaborative approaches to mathematical enquiry within life-related mathematical tasks. (Contains 1 table and 4 figures.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: merj@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 11; Grade 12; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia