toolfest logo David Moursund

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What Professor, Teacher Education

University of Oregon, College of Education
Eugene, Oregon

Next year: Roles of Computers in Problem Solving; Roles of Computers in Project-Based Learning; Graduate level courses in computers in education for preservice elementary education students.

Who moursund

I am currently interested in the general topic of Computers, Brain Science, and Math Education. Within this topic I am interested in "Math Maturity," roles of computers in math maturity, and how to teach for increasing math maturity. Some of initial work in these areas is available at:
There, one can access the first part of the book I am writing on this topic.

In terms of a discussion topic, think about: What is math maturity and how do computer-based math tools contribute to or detract from students gaining an increasing level of math maturity?

Why Math people often use the term "math maturity" to help describe a prerequisite level of math knowledge and skills for a course. A person's math maturity is much more than just their knowledge of a certain body of math content. It has a strong emphasis on being to think mathematically, to pose and solve math problems, to understand the math that one has studied, to be able to apply one's math knowledge in disciplines outside of math, and one's level of progress in learning to learn math. I am interested in how computers and Math Tools fit into the general topic of math maturity. For example, how do the Math Tools contribute to increasing a person's math maturity? If a person has little or no knowledge of roles of Math Tools in math problem solving and math learning, does this represent a serious defect in their math maturity? What level of math maturity and of Math Tools within math maturity are appropriate (desirable, necessary) for being an effective teacher of math or a teacher of teachers of math, at various grade levels?

© 2003-2006 The Math Forum @ Drexel, part of NSF's NSDL
This material is based upon work supported by the National Science Foundation under Grant DUE-0226284.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s)
and do not necessarily reflect the views of the National Science Foundation.