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Sinclair, Margaret

doi:10.1023/a:1024305603330

Cited by 45 publications

(8 citation statements)

References 12 publications

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“…In a geometry context, Hollebrands and Smith ( 2009 ) refer to the pre-constructed TAR as either a drawing or a construction, while Sinclair ( 2003 ) uses the term sketch . We use TAR to highlight that the electronic representations and calculations can occur within any subject area, not necessarily geometry, and emphasize our alignment with a resource approach to mathematics (Trouche et al, 2019 ).…”

Section: Methods and Frameworkmentioning

confidence: 99%

“…TCRs consist of one or more tasks that are linked together to form a lesson, as well as the supporting materials that connect to some type of TAR. Sinclair ( 2003 ) uses the term task to refer to the TCR itself. We prefer the inclusion of curriculum in this description to emphasize that not only do tasks need to be provided to students, but that teachers also need guidance in implementing them.…”

Section: Methods and Frameworkmentioning

confidence: 99%

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Pre-service Teachers’ Use of Technology as Reorganizer to Promote Differing Levels of Conceptual Understanding

Davis

Witt

2022

Digit Exp Math Educ

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Research suggests that tasks that use technology as a reorganizer (technology is used to produce dynamic representations) are linked with the development of students’ conceptual knowledge, yet many secondary mathematics textbooks in the USA predominantly include tasks that use technology as an amplifier (technology is used to produce static images). Thus, if teachers wish to incorporate tasks that use technology as a reorganizer, they must locate these resources elsewhere or construct them themselves. This study took place in a technology, pedagogy, content course where each prospective teacher (PT) engaged in at least one component of an ideation, rehearsal/refinement, enactment, and reflection intervention, where they were asked to adapt traditional textbook lessons to promote students’ rich conceptual understandings of function transformations via technology as reorganizer tasks. A total of 15 PTs agreed to participate, 8 seeking a grade K-8 certification and 7 seeking a grade 6–12 certification. On the initial lesson plan involving linear function transformations, the majority of PTs (13 out of 15) used technology as an amplifier, but on the final lesson plan involving absolute value function transformations, 13 PTs used technology as a reorganizer. There were also increases in the incidence of lesson elements that promoted moderate or rich forms of conceptual knowledge between the initial and final lesson plans. We discuss the implications of these results and introduce readers to dynamic conceptual components as manipulable bridges between different mathematical representations that hold the potential to develop students’ richer forms of conceptual knowledge.

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Section: Methods and Frameworkmentioning

confidence: 99%

Section: Methods and Frameworkmentioning

confidence: 99%

Pre-service Teachers’ Use of Technology as Reorganizer to Promote Differing Levels of Conceptual Understanding

Davis

Witt

2022

Digit Exp Math Educ

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“…Open Access obligation of the Department of Education to integrate computers into mathematics lessons and poor timetable of computer lessons, (4) lack of knowledge of mathematics technology, which may result in teachers not perceiving the usefulness of the technology and (5) lack of in-depth professional development in technology integration, which negatively impacts teachers' practices such as expertise in planning, classroom technology management and classroom instruction (Polokoana 2012;Sinclair 2003). Many research scholars have quoted numerous advantages of technology integration in teaching and learning of mathematics; however, a similar number of arguments have arisen on the opposite end of this issue.…”

Section: Disadvantages Of Integration Of Computer Technology In Mathematics Classroommentioning

confidence: 99%

Developing the usage index for teaching with technology: A case study for Motheo district, South Africa

Hlalele

2020

The Journal for Transdisciplinary Research in Southern Africa

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“…Several researchers have described the importance of carefully designed questions for technology tasks. Specifically, questions should focus students on particular mathematical relationships and be aligned with the features available and actions allowed in a technology tool (Dreyfus, 1991;Leung, 2011;Sinclair, 2003).…”

Section: Didactic Triangle and Tetrahedronmentioning

confidence: 99%

Characterizing questions and their focus when pre-service teachers implement dynamic geometry tasks

Hollebrands

Lee

2016

The Journal of Mathematical Behavior

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When technology is used in classrooms new interactions among students, the teacher, and technology are enabled. The purpose of this study was to examine the ways pre-service mathematics teachers implemented technology-based tasks with individual advanced middleschool students. Pre-service teachers posed questions that focused students on features of technology and geometry in different classifiable ways. In particular, there were instances when teachers focused only on mathematics or technology. There were also instances when the teacher suggested students use the technology for the purpose of noticing mathematics and other times when the teacher would pose a mathematics question or statement with the assumption that students would use technology in response. Analysis of six pre-service teachers' is provided along with a classification system.

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Untitled

Cited by 45 publications

References 12 publications

Pre-service Teachers’ Use of Technology as Reorganizer to Promote Differing Levels of Conceptual Understanding

Pre-service Teachers’ Use of Technology as Reorganizer to Promote Differing Levels of Conceptual Understanding

Developing the usage index for teaching with technology: A case study for Motheo district, South Africa

Characterizing questions and their focus when pre-service teachers implement dynamic geometry tasks

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