The Spontaneous Emergence of Elementary Number-Theoretic Concepts and Techniques in Interaction with Computing Technology [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p141-148.

Autor/inn/en	Kieran, Carolyn; Guzman, Jose
Titel	The Spontaneous Emergence of Elementary Number-Theoretic Concepts and Techniques in Interaction with Computing Technology [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p141-148.
Quelle	3 (2003), S.141-148 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Task Analysis; Graphing Calculators; Mathematics Instruction; Case Studies; Educational Technology; Arithmetic; Foreign Countries; Computer Uses in Education; Secondary Education; Canada; Mexico + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Grafischer Taschenrechner; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Unterrichtsmedien; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Computernutzung; Sekundarbereich; Kanada; Mexiko
Abstract	We present in this paper five case studies of instrumental genesis of number-theoretic concepts and techniques involving multiples, divisors, and numerical decomposition. The pupils, who were 12 to 15 years old, used the multi-line screen display of the graphing calculator to explore numerical tasks related to the "Five steps to zero" problem. The paper begins with a mathematical task analysis of various techniques that could be used to determine divisibility by 9. Findings show that the use of the technological tool permits students of this age to spontaneously develop variants of these techniques within tasks that simultaneously afford the co-emergence of related conceptual notions. (Contains 3 footnotes and 6 figures.) [Additional support for the research described in this paper was provided by CONACYT of Mexico. For complete proceedings, see ED500858.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10