Building Understanding and Fostering Empowerment through Technological Interactions

Autor/in	Garrett, Lauretta
Titel	Building Understanding and Fostering Empowerment through Technological Interactions
Quelle	In: Adults Learning Mathematics, 7 (2012) 2, S.7-22 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Adult Students; Remedial Mathematics; Computer Uses in Education; Student Empowerment; Algebra; Geometry; Computer Software; Graphs; Mathematics Instruction; Adult Education; College Students; Adult Learning; Interviews + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Computernutzung; Studienberechtigung; Geometrie; Grafische Darstellung; Mathematics lessons; Mathematikunterricht; Education; Adult basic education; Adult training; Erwachsenenbildung; Collegestudent; Adulte education; Interviewing; Interviewtechnik
Abstract	This case is part of a teaching experiment that sought to provide insight into how the use of mathematics technology affects the internal mathematical representations possessed by adult developmental mathematics students. Sequences of dot patterns were examined and analyzed by the participant. He then used the algebraic features of a dynamic, interactive geometry software program to graph data describing the functional relationships present in those patterns. Insights about the effect of technological representations on adult students' thinking can be gained from observations of the subject's investigations of that data. Results show that appropriate use of technology can aid adult students in building an understanding of standard representations that is based upon their own thinking and their own choices. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01