Using Pedagogical Maps to Show the Opportunities Afforded by CAS for Improving the Teaching of Mathematics

Autor/inn/en	Pierce, Robyn; Stacey, Kaye
Titel	Using Pedagogical Maps to Show the Opportunities Afforded by CAS for Improving the Teaching of Mathematics
Quelle	In: Australian Senior Mathematics Journal, 22 (2008) 1, S.6-12 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-4564
Schlagwörter	Mathematics Instruction; Maps; Algebra; Teaching Methods; Computer Uses in Education; Technology Integration; Teacher Attitudes; Classroom Environment; Secondary Education; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Map; Karte; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Lehrerverhalten; Klassenklima; Unterrichtsklima; Sekundarbereich
Abstract	Pedagogical maps provide a graphic depiction of the way in which teachers exploit the presence of Computer Algebra Systems (CAS) in their classrooms. They can show differences, and can also show growth, as well as personal preferences and reactions to particular teaching assignments. They might also be used for teachers to reflect on their own practice of teaching with technology and to set goals for expanding their pedagogical repertoires. Highlighting the different pedagogical uses made by the teachers on the pedagogical map gives a visual representation of differences between teaching practices. In this article, the authors describe the practice of three different teachers using CAS in quite different ways. These differences may result from their beliefs about mathematics and the culture they prefer to foster in their classroom. On the other hand it may be a result of their experience or inexperience in teaching with technology, in general, and with CAS, in particular. Just as students need to learn to work effectively with CAS so do teachers need to learn to teach effectively with CAS and avail themselves, and their students, of the opportunities for improved ways of both doing and learning mathematics which CAS may afford. (Contains 4 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10