Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms
Journal article
Geiger, Vince, Faragher, Rhonda Muriel and Goos, Merrilyn. (2010). Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal. 22(2), pp. 48 - 68. https://doi.org/10.1007/BF03217565
| Authors | Geiger, Vince, Faragher, Rhonda Muriel and Goos, Merrilyn |
|---|---|
| Abstract | 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. |
| Year | 2010 |
| Journal | Mathematics Education Research Journal |
| Journal citation | 22 (2), pp. 48 - 68 |
| Publisher | Springer Netherlands |
| ISSN | 2211-050X |
| Digital Object Identifier (DOI) | https://doi.org/10.1007/BF03217565 |
| Scopus EID | 2-s2.0-78649594836 |
| Page range | 48 - 68 |
| Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Place of publication | Netherlands |
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