Algebra and Technology

Prospective middle grade mathematics teachers’ knowledge of algebra for teaching

“…Recently, researchers have suggested the ways to develop a deep understanding of the concept of function through developing quantitative reasoning and covariational reasoning (Carlson, Jacobs, Coe, Larsen, & Hsu, 2002;Thompson, 2011). With regard to developing flexibility in translation of representations, appropriate use of technology may help make a difference (Drijvers, Boon, & Reeuwijk, 2011;Hoyles et al, 2009). …”

Student Difficulties in Mathematizing Word Problems in Algebra

“…In addition, results from a teaching experiment include exemplary teaching materials and teaching practices that can inform teachers. We included digital tools in the teaching experiment, as we expect this can support students' mathematization processes, while offering an explorative and expressive environments for doing mathematics (e.g., Drijvers & Doorman, 1996;Drijvers, 2000;Drijvers, Boon, & Van Reeuwijk;. Finally, we reanalyzed part of the older interview data for two reasons: (i) Mathematization, which is the main lens in this study, was one of categories of difficulties that emerged in the interviews.…”

Digital Technology in Mathematics Education: Why It Works (Or Doesn’t)

“…Concerning this functionality, we use an adapted version of the model by Drijvers, Boon, and Van Reeuwijk (2010) which distinguishes three main didactical functionalities for digital technology: (a) the tool function for doing mathematics, which refers to outsourcing work that could also be done by hand; (b) the function of learning environment for practicing skills; and (c) the function of learning environment for fostering the development of conceptual understanding (see Figure 1). Even if these three functionalities are neither exhaustive nor mutually exclusive, they may help to position the pedagogical type of use of the technology involved.…”