Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences
Education Journal
Volume 4, Issue 4, July 2015, Pages: 175-181
Received: Jun. 25, 2015; Accepted: Jul. 7, 2015; Published: Jul. 16, 2015
Views 2790      Downloads 92
Authors
Theodosia Prodromou, School of Education, University of New England, Armidale, Australia
Zsolt Lavicza, Faculty of Education , Cambridge University, Cambridge, United Kingdom
Article Tools
Follow on us
Abstract
This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.
Keywords
Technology-Supported, Mathematics Lessons, STEM Education, GeoGebra, GEOMATECH, Digital Worksheets
To cite this article
Theodosia Prodromou, Zsolt Lavicza, Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences, Education Journal. Vol. 4, No. 4, 2015, pp. 175-181. doi: 10.11648/j.edu.20150404.16
References
[1]
Lavicza, Z., Hohenwarter, M., Jones , K., Lu, A., & Dawes, M. (2009a). Establishing a professional development network around dynamic mathematics software in England. International Journal of Technology in Mathematics Education, 16(1), pp. 37-42.
[2]
Lavicza, Z., Hohenwarter, M., & Lu, Y. W. (2009b). Establishing a professional development network: working with GeoGebra. Project report for the National Centre for Excellence in the Teaching of Mathematics, London, UK.
[3]
Clark-Wilson, A., Aldon, G., Cusi, A., Goos, M., Haspekian, M., Robutti, O., & Thomas, M. (2014). The challenges of teaching mathematics with digital technologies-the evolving role of the teacher. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting 1 – 87 of PME 38 and PME-NA 36, Vol. 1, pp. 87-116. Vancouver, Canada: PME.
[4]
Hong,Y.Y., & Thomas, M. O. J. (2006). Factors influencing teacher integration of graphic calculators in teaching. In Proceedings of the 11th Asian Technology Conference in Mathematics (pp. 234-243). Hong Kong: Asian Technology Conference in Mathematics.
[5]
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
[6]
Ruthven, K. (2014), Frameworks for Analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development (pp. 373-394). Dordrecht: Springer.
[7]
Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about of a reflection about instrumentation and the dialectics betweem technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274, doi:10.1032/A:1022103903080.
[8]
Trouche, L. (2005). Instrumental genesis, individual and social aspects. In D. Guin, K. Ruthven, & L. Trouche (Eds.). The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. 197-230). New York: Springer.
[9]
Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, pp. 1-22, doi: 10.1007/s10649-010-9254-5.
[10]
Aldon, G., Arzarello, F., Cusi, A., Garuti, R., Martignone, F., Robutti, O., et al. (2013). The MetaDidactical Transposition: a model for analysisng teachers education programmes. In L.A.M., & A. Heinze (Eds.), Proceedings of PME 37 (Vol. 1, pp. 97-124), Kiel, Germany: PME.
[11]
Arzarello, F., Robutti, O., Sabena, C., Cusi, A., Garuti, R., Malara, N., et al. (2014). Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development (pp. 347-372). Dordrecht: Springer.
[12]
Lavicza, Z. (2010). Integrating technology into mathematics teaching: A review. ZDM: The International Journal of Mathematics Education. 42(1), 105-119.
[13]
Hoyles, C., & Lagrange, J.-B. (2010). Introduction. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics education and technology: Rethinking the terrain: The 17th ICMI study (pp. 1–11). New York: Springer.
[14]
Jones, K., Lavicza, Z., Hohenwarter, M., Lu, A., Dawes, M., Parish, A. & Borcherds, M. (2009). Establishing a professional development network to support teachers using dynamic mathematics software GeoGebra, Proceedings of the British Society for Research into Learning Mathematics, 29(1), 97-102.
[15]
Prodromou, T., Lavicza, Z., & Koren, B. (in press). Increasing students’ involvement in technology-supported mathematics lesson sequences. The International journal for technology in mathematics education, 22(4).
[16]
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London, England: Routledge.
[17]
Robson, C. (1993). Real World Research. Oxford: Blackwell.
[18]
BERA. (2011). Revised Ethical Guidelines for Educational Research. British Educational Research Association. Retrieved from the World Wide Web: http://www.bera.ac.uk/publications/guides.php
[19]
Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
[20]
Glaser, B. G. (2002). Conceptualization: On theory and theorization using grounded theory. International Journal of Qualitative Methods, 1(2), 23-38.
[21]
Glaser, B. G. (1978). Theoretical Sensitivity: Advances in the Methodology of Grounded Theory. Mill Valley, CA: Sociology Press.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186