Revisiting Mathematical Problem Solving and Posing in the Digital Era: Toward Pedagogically Sound Uses of Modern Technology
IJMEST Volume 45, Number 7, ISSN 0020-739X
The availability of sophisticated computer programs such as "Wolfram Alpha" has made many problems found in the secondary mathematics curriculum somewhat obsolete for they can be easily solved by the software. Against this background, an interplay between the power of a modern tool of technology and educational constraints it presents is discussed. Using topics from algebra (equations) and elementary number theory (summation of powers of integers), the paper suggests ways of developing problems that are both technology-immune and technology-enabled in the sense that whereas software can facilitate problem solving, its direct application is not sufficient for finding an answer. Stemming from the author's work with secondary mathematics teacher candidates, this paper highlights the appropriate use of technology as support system for multiple ways of knowing and knowledge construction in the modern classroom.
Abramovich, S. (2014). Revisiting Mathematical Problem Solving and Posing in the Digital Era: Toward Pedagogically Sound Uses of Modern Technology. International Journal of Mathematical Education in Science and Technology, 45(7), 1034-1052.
Cited ByView References & Citations Map
The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction
Francis Nzuki, Stockton University, Galloway, NJ, United States
International Journal of Online Pedagogy and Course Design Vol. 6, No. 2 (April 2016) pp. 29–45
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