Perspectives on technology mediated learning in secondary school mathematics classrooms

Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince (2003) Perspectives on technology mediated learning in secondary school mathematics classrooms. Journal of Mathematical Behavior, 22 1: 73-89. doi:10.1016/S0732-3123(03)00005-1

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
Goos.JMB.tech.re.pdf Author Version application/pdf 123.71KB 3792

Author Goos, Merrilyn
Galbraith, Peter
Renshaw, Peter
Geiger, Vince
Title Perspectives on technology mediated learning in secondary school mathematics classrooms
Journal name Journal of Mathematical Behavior   Check publisher's open access policy
ISSN 0732-3123
Publication date 2003-01-01
Sub-type Article (original research)
DOI 10.1016/S0732-3123(03)00005-1
Open Access Status File (Author Post-print)
Volume 22
Issue 1
Start page 73
End page 89
Total pages 17
Editor C. Maher
R. Speiser
Publisher Elsevier Science
Language eng
Subject 330107 Educational Technology and Media
330202 Curriculum Studies - Mathematics Education
330101 Educational Psychology
Abstract The introduction of technology resources into mathematics classrooms promises to create opportunities for enhancing students' learning through active engagement with mathematical ideas; however, little consideration has been given to the pedagogical implications of technology as a mediator of mathematics learning. This paper draws on data from a three year longitudinal study of senior secondary school classrooms to examine pedagogical issues in using technology in mathematics teaching where technology includes not only computers and graphics calculators but also projection devices that allow screen output to be viewed by the whole class. We theorise and illustrate four roles for technology in relation to such teaching and learning interactions: master, servant, partner, and extension of self. Our research shows how technology can facilitate collaborative inquiry, during both small group interactions and whole class discussions where students use the computer or calculator and screen projection to share and test their mathematical understanding.
Keyword mathematics education
learning
educational technology
secondary school classrooms
computers in education
References Adams, T. (1997). Addressing students' difficulties with the concept of function: Applying graphing calculators and a model of conceptual change. Focus on Learning Problems in Mathematics, 19(2), 43-57. Australian Education Council (1991). A national statement on mathematics for Australian schools. Melbourne: Australian Education Council and Curriculum Corporation. Brown, C. A., Stein, M. K. & Forman, E. A. (1995). Assisting teachers and students to reform the mathematics classroom. Educational Studies in Mathematics, 31, 63-93. Burns, R. (1997). Introduction to research methods. (3rd ed.). Melbourne: Longman. Cobb, P. & Whitenack, J. W. (1996). A method for conducting longitudinal analysis of classroom videorecordings and transcripts. Educational Studies in Mathematics, 30, 213-228. Doerr, H. M. & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41, 143-163. Farrell, A. (1996). Roles and behaviors in technology-integrated precalculus classrooms. Journal of Mathematical Behavior, 15, 35-53. Forman, E. A. (1996). Learning mathematics as participation in classroom practice: Implications of sociocultural theory for educational reform. In L. Steffe, P. Nesher, P. Cobb, G. Goldin & B. Greer (Eds.), Theories of mathematical learning (pp. 115-130). Mahwah, NJ: Erlbaum. Galbraith, P., Goos, M., Renshaw, P. & Geiger, V. (2001). Integrating technology in mathematics learning: What some students say. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia) (pp. 225-232). Sydney: MERGA. Geiger, V. (1998). Students'perspectives on using computers and graphing calculators during mathematical collaborative practice. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching mathematics in new times (Proceedings of the 21st annual conference of the Mathematics Education Research Group of Australasia, pp. 217-224). Gold Coast, QLD: MERGA. Goos, M. (1998). Technology as a tool for transforming mathematical tasks. In P. Galbraith, W. Blum, G. Booker, & I. Huntley (Eds.), Mathematical modelling: Teaching and assessing in a technology rich world (pp. 103-113). Chichester: Horwood Publishing. Goos, M., Galbraith, P. & Renshaw, P. (1999). Establishing a community of practice in a secondary mathematics classroom. In L. Burton (Ed.), Learning mathematics: From hierarchies to networks (pp. 36-61). London: Falmer Press. Goos, M., Galbraith, P., Renshaw, P. & Geiger, V. (2000a). Reshaping teacher and student roles in technology-enriched classrooms. Mathematics Education Research Journal, 12, 303-320. Goos, M., Galbraith, P., Renshaw, P. & Geiger, V. (2000b). Classroom voices: Technology enriched interactions in a community of mathematical practice. Paper presented to Working Group for Action 11 (The Use of Technology in Mathematics Education) at the 9th International Congress on Mathematical Education, Tokyo/Makuhari, 31 July - 6 August 2000. Goos, M., Galbraith, P., Renshaw, P. & Geiger, V. (2001). Promoting collaborative inquiry in technology enriched mathematics classrooms. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, Washington, 10 - 14 April 2001. Guin, D. & Trouche, L. (1999). The complex process of converting tools into mathematical instruments: The case of calculators. International Journal of Computers in Mathematical Learning, 3, 195-227. Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44). Westport, CT: Ablex Publishing. Lesmeister, L. M. (1996). The effect of graphing calculators on secondary mathematics achievement. (Unpublished MS thesis, University of Houston). Dissertation Abstracts International, 35, 01, 39. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM. Penglase, M. & Arnold, S. (1996). The graphics calculator in mathematics education: A critical review of recent research. Mathematics Education Research Journal, 8, 58-90. Quesada, A. R. & Maxwell, M. E. (1994). The effects of using graphing calculators to enhance college students' performance in precalculus. Educational Studies in Mathematics, 27, 205-215. Resnick, L. B., Pontecorvo, C. & S., R. (1997). Discourse, tools, and reasoning. In. L. B. Resnick, R. S., C. Pontecorvo & B. Burge (Eds.), Discourse, tools, and reasoning: Essays on situated cognition (pp. 1-20). Berlin: Springer-Verlag. Schoenfeld, A. H. (1989). Ideas in the air: Speculations on small group learning, environmental and cultural influences on cognition, and epistemology. International Journal of Educational Research, 13, 71-88. Simonsen, L. M., & Dick, T. P. (1997). Teachers' perceptions of the impact of graphing calculators in the mathematics classroom. Journal of Computers in Mathematics and Science Teaching, 16, 239-268. Stake, R. (1988). Case study methods in educational research: Seeking sweet water. In R. Jaeger (Ed.), Complementary methods for research in education (pp. 253-265). Washington, DC: American Educational Research Association. Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications. Templer, R., Klug, D. & Gould, I. (1998). Mathematics laboratories for science undergraduates. In C. Hoyles, C. Morgan & G. Woodhouse (Eds.), Rethinking the mathematics curriculum (pp. 140-154). London: Falmer. Tharp, M. L., Fitzsimmons, J. A., & Ayers, R. L. B. (1997). Negotiating a technological shift: Teacher perception of the implementation of graphing calculators. Journal of Computers in Mathematics and Science Teaching, 16, 551-575. Thomas, M., Tyrrell, J. & Bullock, J. (1996). Using computers in the mathematics classroom: The role of the teacher. Mathematics Education Research Journal, 7, 38-57. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Weber, T. E. (1998). Graphing technology and its effect on solving inequalities. (Unpublished doctoral dissertation, Wayne State University). Dissertation Abstracts International, 60, 01A, 88. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press Wertsch, J. V. & Rupert, L. J. (1993). The authority of cultural tools in a sociocultural approach to mediated agency. Cognition and Instruction, 11, 227-239.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
Versions
Version Filter Type
Citation counts: Scopus Citation Count Cited 38 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Mon, 30 Aug 2004, 10:00:00 EST by Pam Schindler on behalf of Faculty of Social & Behavioural Sciences