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Brown, Jill P. – International Group for the Psychology of Mathematics Education, 2005

This paper describes how a researcher developed task and four different data collection instruments provide evidence for the identification of various affordances of a technology-rich teaching and learning environment (TRTLE) that were perceived and/or enacted by Year 9 students in their solution of a linear function task utilising a graphing…

Descriptors: Identification, Educational Environment, Graphing Calculators, Grade 9

Kieran, Carolyn; Saldanha, Luis – International Group for the Psychology of Mathematics Education, 2005

Equivalence of algebraic expressions is at the heart of transformational work in algebra. However, we know very little about students' understanding of equivalence. This study is part of a larger project that explores the use of CAS as a didactical tool for promoting both technical and conceptual growth in high school algebra with tasks specially…

Descriptors: Grade 10, Algebra, Computer Assisted Instruction, Educational Technology

Jones, Ian; Pratt, Dave – International Group for the Psychology of Mathematics Education, 2005

We compare the activity of young children using a microworld and a JavaScript relational calculator with the literature on children using traditional calculators. We describe how the children constructed different meanings for the equal sign in each setting. It appears that the nature of the meaning constructed is highly dependent on specificities…

Descriptors: Calculators, Educational Technology, Young Children, Mathematical Concepts

Kurz, Terri; Middleton, James; Yanik, H. Bahadir – International Group for the Psychology of Mathematics Education, 2004

Preservice teachers do not feel prepared to teach mathematics using technology (Smith & Shotsberger, 2001). To address this issue, we have developed a tool-based categorization of mathematics software and used it to instruct preservice teachers. Changes in thinking that occurred as a result of the course are analyzed primarily using repertory grid…

Descriptors: Educational Technology, Preservice Teachers, Preservice Teacher Education, Student Teacher Attitudes

Kaino, L. M.; Salani, E. B. – International Group for the Psychology of Mathematics Education, 2004

The study analyzed gender attitudes of students in learning mathematics by using a calculator, in one of Botswana's Junior Secondary Schools. Students' attitudes were sought using a questionnaire and data was analyzed by both quantitative and qualitative methods. Attitude variables used were usefulness of calculators, enjoyment and anxiety in…

Descriptors: Mathematics Instruction, Gender Differences, Calculators, Student Attitudes

Maschietto, Michela – International Group for the Psychology of Mathematics Education, 2004

The paper concerns the analysis of the role of artefacts and instruments in approaching calculus by graphic-symbolic calculator at high school level. We focus on an element of the introduction of calculus: the global/local game. We discus the hypothesis that the zoom-controls of calculator support the production of gestures and metaphors that…

Descriptors: Grade 12, Calculus, Graphing Calculators, High School Seniors

Davis, Sarah – International Group for the Psychology of Mathematics Education, 2003

This paper explores the benefits of the design elements of public anonymity and private accountability in classroom Knowledge Sharing Systems (KSS). The major findings of this study indicate that classroom KSS have the potential to allow for greater equity of input, reduce academic anxiety, increase teachers knowledge of student understanding …

Descriptors: Student Participation, Accountability, Internet, Learning Strategies

Furinghetti, Fulvia; Paola, Domingo – International Group for the Psychology of Mathematics Education, 2003

This paper analyses a case study of a pair of students working together, who were asked to produce conjectures and to validate them within the dynamic geometry environment Cabri. Our aim is to scrutinize the students' reasoning, how the gap from perception to theory is filled, how Cabri influences the reasoning. We have singled out a sequence of…

Descriptors: Geometry, Case Studies, Mathematical Logic, Thinking Skills