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Teaching and learning actions in mathematics: What we do and what we do it upon
PROCEEDINGS

, University of Houston, United States ; , Southern Utah University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Using technology in mathematics education without understanding the actions performed by the computer and how to interpret them is particular dangerous. Often students get correct answers - defined by "corresponding to the back of the book" using a computer. They then believe they know how to solve this class of problems when all do is provide appropriate values for a canned program. Elimination of such concepts requires great effort on the part of both students and teachers. It is necessary to identify what it means for a student to learn for each stage of instruction. This paper addresses these issues by elaborating a theoretical framework which is emerging from our long-standing collaboration and presents suggestions to follow in a technology enhanced classroom.

Citation

Connell, M. & Bouniaev, M. (2003). Teaching and learning actions in mathematics: What we do and what we do it upon. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2884-2891). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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