CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms

Geoger, Vince, Faragher, Rhonda 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: 48-68. doi:10.1007/BF03217565

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Author Geoger, Vince
Faragher, Rhonda
Goos, Merrilyn
Title CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms
Journal name Mathematics Education Research Journal   Check publisher's open access policy
ISSN 1033-2170
2211-050X
Publication date 2010
Sub-type Article (original research)
DOI 10.1007/BF03217565
Volume 22
Issue 2
Start page 48
End page 68
Total pages 21
Place of publication Dordrecht, Netherlands
Publisher Springer Netherlands
Language eng
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.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: ERA 2012 Admin Only
Institute for Teaching and Learning Innovation Publications
 
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Created: Mon, 26 Sep 2011, 10:01:49 EST by Professor Merrilyn Goos on behalf of Teaching & Educational Development Institute