Teachers’ views on dynamically linked multiple representations, pedagogical practices and students’ understanding of mathematics using TI-Nspire in Scottish secondary schools

Allan G Duncan

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)763-774
Number of pages12
JournalZDM
Volume42
Issue number7
Early online date24 Jul 2010
DOIs
Publication statusPublished - Nov 2010

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secondary school
mathematics
teacher
Dynamic geometry
Pedagogy
Empirical Research
Spreadsheet
student
PC
evidence
empirical research
pupil
research project
Software
Graph in graph theory
classroom
cause
Concepts
school
Evidence

Keywords

  • multiple representations
  • technology
  • deep understanding

Cite this

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