Drexel dragonThe Math ForumDonate to the Math Forum



Search All of the Math Forum:

Views expressed in these public forums are not endorsed by Drexel University or The Math Forum.


Math Forum » Discussions » Policy and News » mathed-news

Topic: Fwd: Technology in Mathematics Education Vol 20 Nr 2, 2013 now out
Replies: 0  

Advanced Search

Back to Topic List Back to Topic List  
Jerry P. Becker

Posts: 13,524
Registered: 12/3/04
Fwd: Technology in Mathematics Education Vol 20 Nr 2, 2013 now out
Posted: Jul 21, 2013 4:00 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply
att1.html (7.2 K)

****************************
This is information just received.
****************************
Latest issue of Technology in Mathematics
Education ... now out
<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745133>View
in browser
<>Contents for Volume 20, Number 2, 2013 Share
this message
<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745134>



Editorial
Ted Graham

The first of these papers by Herman, Meagher,
Abrahamson and Owens presents a comprehensive
report into a study on the use of a Classroom
Communication System in conjunction with graphics
calculators, which are used as the response
devices. The work is analysed around four types
of centredness, which are defined and applied in
the paper. This is a very interesting piece of
work which shows how this new form of technology
can impact education and make the classroom a
different teaching environment. While providing
a strong case for further work in this area, the
authors do acknowledge that further research is
needed in this area. This paper would be very
significant reading for anyone considering the
implementation of this or a similar system.

The second paper by Thomas and Hong presents the
results of case study research concerned with
teacher use of graphics calculators. Their
emphasis was on teacher integration of technology
into their teaching. This draws extensively on
the existing research on teachers' pedagogic
technical knowledge and the ideas of
instrumentation. In the paper there are many
useful examples from the case study. This article
is of real significance to those who are
concerned about developing teachers' use of
technology in classrooms around the world.

Student Perceptions on Use of a Classroom
Communication System in Mathematics Classes
Marlena Herman, Michael Meagher, Louis Abrahamson, and Douglas Owens

This study was designed to measure students'
perceptions of classrooms using a Classroom
Communication System (CCS). Drawing on the work
of the National Research Council Committee on
Developments in the Science of Learning
(Bransford, Brown and Cocking, 2000), the study
was designed to investigate students'
(n = 389) experiences in CCS classroom
environments in terms of the characteristics
learner-centred, knowledge-centred,
assessment-centred and community-centred.
Results suggest that students perceive that CCS
technology increases each of these four
centrednesses, in part by giving teachers more
information on what students are thinking, giving
students more information on what other students
are thinking, giving students more information on
their own progress, and facilitating
collaborative learning by supporting the sharing
of information.

Teacher Integration of Technology into Mathematics Learning
Michael O. J. Thomas and Ye Yoon Hong

Graphic calculators (GC) have been widely used in
teaching for around 20 years, and yet many
teachers still appear to be either unconvinced,
or unaware, of how to release the potential of
such technology to assist students to learn
mathematics. This research describes a study
addressing aspects of the teacher's role in
integrating technology into their pedagogy. It
considers issues related to the didactical
contract, pedagogical technology knowledge (PTK),
and procedural and conceptual knowledge in GC
integration in teaching by two groups of
secondary teachers. The results describe a
number of factors that identify teacher progress
toward pedagogical integration of digital
technology and from these some tentative
inferences for teacher professional development
may be drawn.

<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745139>
<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745140>Aims
& Scope
<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745141>Editorial
Team
<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745142>View
contents pages from 2003
<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745143>View
sample copy
<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745144>Abstracts
of research papers from past volumes

Subscription rate

GBP £224
or
USD $448

four issues per year

Subscribers have online access with search
facility to ALL volumes from 2004 (Volume 11)

<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745145>Subscribe


<http://news.researchinformation.co.uk/_act/link.php?mId=C9203878575830442755426396453020&tId=117745146>
Share!

The International Journal for Technology in
Mathematics Education is published by

Research Information Ltd, Grenville Court,
Britwell Road, Burnham, Bucks, SL1 8DF.
Registered in the UK: 2828834
Contact us at
<mailto:info@researchinformation.co.uk>info@researchinformation.co.uk
or call 01628 600499.
--
Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
625 Wham Drive
Mail Code 4610
Carbondale, IL 62901-4610
Phone: (618) 453-4241 [O]
(618) 457-8903 [H]
Fax: (618) 453-4244
E-mail: jbecker@siu.edu



Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© Drexel University 1994-2014. All Rights Reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.