Drawing on socio-cultural theory, this paper describes how teams of teachers and researchers have developed ways of embedding information and communications technology (ICT) into everyday classroom practices to enhance learning. The focus is on teaching and learning across a range of subjects: English, history, geography, mathematics, modern foreign languages, music and science. The influence of young people's out-of-school uses of ICT on inschool learning is discussed. The creative tension between idiosyncratic and institutional knowledge construction is emphasised and we argue that this is exacerbated by the use of ICT in the classroom.
This paper sits within the research on the affordances of new technologies in the mathematics classroom and focuses on a specific feature that is available in dynamic geometry environments, i.e. measuring tools, within the context of conjecturing and proving in open geometry problems. We develop a classification of different modalities of measuring, based on our previous work on dragging. The modalities are illustrated through the analysis of 15-16 year-old students' proving processes, which focuses on how these modalities relate to the moves between the spatio-graphical field and the theoretical field and may either support or hinder the proving process. The classification of the modalities of measuring enables researchers to access students' cognitive processes and teachers to be aware of the different possible uses and interpretation of measuring, giving them tools to support students when difficulties arise.
The paper presents a classroom experiment in which students were asked to solve an open problem. It is the authors' premise that this kind of task fosters à smooth' approach to proofs that are constructed around the production and validation of conjectures. This experiment is aimed at constructing a shared classroom culture. Classroom discussion and collaborative group work help to achieve this aim. The analysis of the experiment shows that the discussion makes explicit aspects of students' thinking which would be hidden in a normal activity. It is demonstrated that a deeper analysis of students' reasoning and behaviours can be better performed if lessons are video-recorded. There is a twofold pedagogic gain in using videotapes as a tool for analysing students' behaviour: ®rst, it o ers the teacher a tool that encourages students to re¯ect on their reasoning; secondly, and conversely, it o ers researchers a further tool for analysing students' performances.
In this paper we present a classroom experiment in which students were asked to solve an open problem. It is our premise that this kind of task fosters a 'smooth' approach to proofs that are constructed around the production and validation of conjectures. This experiment helps to construct a shared classroom culture, one of the aims of this activity. Classroom discussion and collaborative group work helps to achieve this aim. The analysis of the experiment shows that the discussion makes explicit aspects of students' thinking which would be hidden in a normal activity. We demonstrate that a deeper analysis of students' reasoning and behaviours can be better performed if lessons are video-recorded. There is a twofold pedagogic gain in using videotapes as a tool for analysing students' behaviour: firstly it offers the teacher a tool that encourages students to reflect on their reasoning; secondly, and conversely, it offers researchers a further tool for analysing students' performances.
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