International Group for the Psychology of Mathematics Education
July 2005
Table of Contents
Number of papers: 6
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Co-Constructing Artefacts and Knowledge in Net-Based Teams: Implications for the Design of Collaborative Learning Environments
Peter Reimann
Computer-based learning environments for science and mathematics education support predominantly individual learning; from first generation drill and practice programs to today's advanced,... More
pp. 53-68
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Equity Mathematics Learning and Computers: Who Gets a Fair Deal in Australian Secondary Schools
Helen J. Forgasz
Findings from a survey administered to large numbers of grade 7-10 students are presented in this paper. The focus is on the students' attitudes towards the use of computers for the learning of... More
pp. 139-144
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Mathematical Literacy in Higher Education: Attracting Women to Engineering Professions by Using ICT
Christine Keitel
The engineering profession still is a male domain. Many attempts to change this isolation and to call women into the profession failed. Neither the study conditions nor the social recognition were ... More
pp. 145-148
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Availability and (Non-) Use of Technology in and for Mathematics Education in Poor Schools in South Africa
Mamokgethi Setati
In South Africa where poverty defines the lives of the majority, technological resources are not just limited and unequally distributed in schools, but also their availability does not necessarily ... More
pp. 149-152
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Equity Mathematics Learning and Technology - Introduction
Gilah C. Leder
The cultural association between masculinity and technology in Western societies is hard to exaggerate. It operates not only as a popular assumption, but also as an academic "truth." Even feminist ... More
pp. 153-156
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Windows on Practice Investigating Equity in Technology Based Mathematics Classrooms
Colleen Vale
The strengths and weaknesses of using ethnographic research to investigate equity in a study of a grade 9 class that used a dynamic geometry program with laptop computers will be presented. It will... More
pp. 161-164