A Framework for Examining Characteristics of Computer-Based Mathematical Tasks

Autor/in	Berger, Margot
Titel	A Framework for Examining Characteristics of Computer-Based Mathematical Tasks
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 15 (2011) 2, S.111-123 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2011.10740706
Schlagwörter	Mathematics Instruction; Educational Technology; Technology Uses in Education; Computer Assisted Instruction; Teaching Methods; Inservice Teacher Education; Cognitive Processes; Difficulty Level; Computer Software; Mathematics Skills; Mathematical Logic; High Schools; Secondary School Teachers; Foreign Countries; Problem Solving; Algebra; Geometry; Secondary School Mathematics; Faculty Development; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; High school; Oberschule; Ausland; Problemlösen; Geometrie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Research has shown that affordances of computers may be exploited in the design of mathematical tasks so as to provide interesting and challenging activities. At the same time, opportunities for learning mathematics may be constrained if the design of the task is not appropriate. A tool which allows teachers, researchers and task designers to isolate, "a priori," the possibilities and limitations of computer-based tasks is thus desirable. In this paper I develop such a tool in the form of a framework. Key components of this framework are the mathematical focus of the task, its cognitive demands, its technical demands and the affordances of the technology that it exploits. I illustrate the use of this framework by analysing three tasks that were used in a content-based functions course for in-service teachers. This analysis illuminates important pedagogical aspects of these tasks. It also supports the notion that the use of technology in a task may afford the design of high-order thinking activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01