Search results for author:"Karen F. Hollebrands"
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The Role of a Dynamic Software Program for Geometry in the Strategies High School Mathematics Students Employ
Journal for Research in Mathematics Education Vol. 38, No. 2 (March 2007) pp. 164–192
This study investigated the ways in which the technological tool, The Geometer's Sketchpad, mediated the understandings that high school Honors Geometry students developed about geometric transformations by focusing on their uses of technological...
Journal of Mathematical Behavior Vol. 25, No. 3 (2006) pp. 252–266
The design of technology tools has the potential to dramatically influence how students interact with tools, and these interactions, in turn, may influence students' mathematical problem solving. To better understand these interactions, we analyzed...
Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work with Technology
Journal for Research in Mathematics Education Vol. 42, No. 1 (January 2011) pp. 39–64
This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Ways in which the model may be used by other researchers and ...
The Nature of Arguments Provided by College Geometry Students with Access to Technology while Solving Problems
Journal for Research in Mathematics Education Vol. 41, No. 4 (July 2010) pp. 324–350
Prior research on students' uses of technology in the context of Euclidean geometry has suggested that it can be used to support students' development of formal justifications and proofs. This study examined the ways in which students used a dynamic ...
Research Committee. New Assessments for New Standards: The Potential Transformation of Mathematics Education and Its Research Implications
James E. Tarr; Erica N. Walker; Karen F. Hollebrands; Kathryn B. Chval; Robert Q. Berry; Chris L. Rasmussen; Cliff Konold; Karen King
Journal for Research in Mathematics Education Vol. 44, No. 2 (March 2013) pp. 340–352
The current era of common curriculum standards, increased accountability, and rapid expansion of technology within a complex and highly charged political context has influenced changes in assessment practices in mathematics classrooms. This research ...