You are here:

A Technology Immune Technology Enabled Problem within an Action on Objects Framework: Stamping Functions

, University of Houston-Downtown, United States ; , State University of New York at Potsdam, United States

JCMST Volume 36, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper illustrates how the notion of Technology Immune Technology Enabled (TITE) problems (Abramovich, 2014), in this case an exploration of variations in surface area we refer to as Stamping Functions , might be incorporated into a K-6 mathematics methods class operating within an Action on Objects framework (Connell, 2001). TITE problems have been developed and explored to a great degree at the secondary level. This paper will draw upon student work samples, observations and comments to show how the AoO framework enabled an application of TITE problem types into the elementary teacher education curriculum. The content thus developed includes equivalent functions, multiple representations, and explorations going far beyond what traditional paper and pencil approaches at the elementary level would allow.

Citation

Connell, M. & Abramovich, S. (2017). A Technology Immune Technology Enabled Problem within an Action on Objects Framework: Stamping Functions. Journal of Computers in Mathematics and Science Teaching, 36(2), 117-127. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2018 from .

View References & Citations Map

References

  1. Abramovich, S. (2015). Mathematical problem posing as a link between algorithmic thinking and conceptual knowledge. The Teaching of Mathematics, 18(2), 45-60.
  2. Abramovich, S. (2014). Computational Experiment Approach to Advanced Secondary Mathematics Curriculum. Dordrecht, The Netherlands: Springer.
  3. Abramovich, S., and Connell, M.L. (2016). Sociocultural aspects of the impact of computing technology on the preparation of K-12 mathematics teach-Connell and Abramovich Perspectives (pp. 41-75). New York: Nova Science Publishers.
  4. Connell, M. & Abramovich, S. (2016). Promoting Technology Uses in the Elementary Mathematics Classroom: Lessons in Pedagogy from Zoltan Dienes. Journal of Educational Media and Hypermedia. 25(3) 213-227.
  5. Connell, M.L., Abramovich, S, & Sack, J. (2015). Teaching and learning mathematics in technology intensive classrooms. In Nath, J.L., & Chen, I. Technology in the classroom: For now and the future. Dubuque, IA: KendallHunt Publishing Company (pp. 73-92).
  6. Connell, M.L (2001). Actions upon objects: A metaphor for technology enhanced mathematics instruction. In D. Tooke & N. Henderson (Eds). Using information technology in mathematics (pp. 143-171). Binghamton,
  7. President’s Council of Advisors on Science and Technology. (2010). Prepare and inspire: K-12 education in science, technology, engineering and math (STEM) for America’s future. Washington, DC. Author. Available at: https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.