Journal article
Cas-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms
Mathematics Education Research Journal , Vol.22(2), pp.48-68
2010
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.
Details
- Title
- Cas-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms
- Authors
- Vince Geiger (Author) - Australian Catholic UniversityRhonda Faragher (Author) - Australian Catholic UniversityMerrilyn Goos (Author) - University of Queensland
- Publication details
- Mathematics Education Research Journal , Vol.22(2), pp.48-68
- Publisher
- Springer Netherlands
- DOI
- 10.1007/BF03217565
- ISSN
- 2211-050X
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99554404902621
- Output Type
- Journal article
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- Domestic collaboration
- Web Of Science research areas
- Education, Scientific Disciplines
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Source: InCites