The Design of Lessons Using Mathematics Analysis Software to Support Multiple Representations in Secondary School Mathematics

Autor/inn/en	Pierce, Robyn; Stacey, Kaye; Wander, Roger; Ball, Lynda
Titel	The Design of Lessons Using Mathematics Analysis Software to Support Multiple Representations in Secondary School Mathematics
Quelle	In: Technology, Pedagogy and Education, 20 (2011) 1, S.95-112 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Secondary School Mathematics; Educational Technology; Mathematics Instruction; Lesson Plans; Instructional Design; Courseware; Technology Uses in Education; Professional Development; Knowledge Representation; Cognitive Processes; Difficulty Level; Teaching Skills; Program Effectiveness; Performance Factors + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernsoftware; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensrepräsentation; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Leistungsindikator
Abstract	Current technologies incorporating sophisticated mathematical analysis software (calculation, graphing, dynamic geometry, tables, and more) provide easy access to multiple representations of mathematical problems. Realising the affordances of such technology for students' learning requires carefully designed lessons. This paper reports on design research conducted with nine teachers in nine classes across two schools. The lesson came at the end of their study of quadratic functions (Year 10). Technology offered the ability to link representations and the teaching challenge was to use this ability effectively. Four issues emerged: variable naming; reducing cognitive load; maintaining motivation; and retaining a clear learning focus. (Contains 7 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10