Abstract
Original language | English |
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Pages (from-to) | 763-774 |
Number of pages | 12 |
Journal | ZDM |
Volume | 42 |
Issue number | 7 |
Early online date | 24 Jul 2010 |
DOIs | |
Publication status | Published - Nov 2010 |
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Keywords
- multiple representations
- technology
- deep understanding
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Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Teachers’ views on dynamically linked multiple representations, pedagogical practices and students’ understanding of mathematics using TI-Nspire in Scottish secondary schools
AU - Duncan, Allan G
PY - 2010/11
Y1 - 2010/11
N2 - Do teachers find that the use of dynamically linked multiple representations enhances their students’ relational understanding of the mathematics involved in their lessons and what evidence do they provide to support their findings? Throughout session 2008–2009, this empirical research project involved six Scottish secondary schools, two mathematics teachers from each school and students from different ages and stages. Teachers used TI-Nspire PC software and students the TI-Nspire handheld technology. This technology is specifically designed to allow dynamically linked multiple representations of mathematical concepts such that pupils can observe links between cause and effect in different representations such as dynamic geometry, graphs, lists and spreadsheets. The teachers were convinced that the use of multiple representations of mathematical concepts enhanced their students’ relational understanding of these concepts, provided evidence to support their argument and described changes in their classroom pedagogy.
AB - Do teachers find that the use of dynamically linked multiple representations enhances their students’ relational understanding of the mathematics involved in their lessons and what evidence do they provide to support their findings? Throughout session 2008–2009, this empirical research project involved six Scottish secondary schools, two mathematics teachers from each school and students from different ages and stages. Teachers used TI-Nspire PC software and students the TI-Nspire handheld technology. This technology is specifically designed to allow dynamically linked multiple representations of mathematical concepts such that pupils can observe links between cause and effect in different representations such as dynamic geometry, graphs, lists and spreadsheets. The teachers were convinced that the use of multiple representations of mathematical concepts enhanced their students’ relational understanding of these concepts, provided evidence to support their argument and described changes in their classroom pedagogy.
KW - multiple representations
KW - technology
KW - deep understanding
U2 - 10.1007/s11858-010-0273-6
DO - 10.1007/s11858-010-0273-6
M3 - Article
VL - 42
SP - 763
EP - 774
JO - ZDM
JF - ZDM
SN - 1863-9690
IS - 7
ER -