Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms
Geiger, Vince Faragher, Rhonda Muriel Goos, Merrilyn
Geiger, Vince
Faragher, Rhonda Muriel
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.
Keywords
Date
2010
Type
Journal article
Journal
Mathematics Education Research Journal
Book
Volume
22
Issue
2
Page Range
48-68
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts