Roles and behaviors in technology- integrated precalculus classrooms

Farrell, Ann

doi:10.1016/s0732-3123(96)90038-3

Cited by 30 publications

(24 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The nature of this transformation varied according to whether the student displayed a random, mechanical, rational, resourceful, or theoretical behaviour profile in terms of their ability to interpret and coordinate calculator results. With respect to classroom interactions, Farrell (1996) observed a shift in both teachers' and students' roles towards that of consultant and fellow investigator, accompanied by a similar movement away from teacher exposition towards planned or informal group work.…”

Section: Emerging Analytical Frameworkmentioning

confidence: 96%

Perspectives on technology mediated learning in secondary school mathematics classrooms

Goos

Galbraith

Renshaw

et al. 2003

The Journal of Mathematical Behavior

109

View full text Add to dashboard Cite

Section: Emerging Analytical Frameworkmentioning

confidence: 96%

Perspectives on technology mediated learning in secondary school mathematics classrooms

Goos

Galbraith

Renshaw

et al. 2003

The Journal of Mathematical Behavior

109

View full text Add to dashboard Cite

“…Pierce and Stacey (2004) indicated that what students do with technology does not necessarily concur with their normal repertoire for learning and doing mathematics. Farrell (1996) also reported that students' behaviours are different when using technology than when doing conventional mathematics.…”

Section: Attitudes Behaviours Math Tools 28mentioning

confidence: 99%

Effects of attitudes and behaviours on learning mathematics with computer tools

Reed

Drijvers

Kirschner

2010

Computers & Education

View full text Add to dashboard Cite

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores.However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.

show abstract

“…In the first phase we developed an instrument for recording classroom events building on previous work by Hoyles and Sutherland (1990) and Farrell (1996). Our focus was on which aspect of the learning situation the teacher referred to when they intervened in student work and on what kind of student activity their intervention intended to encourage.…”

Section: Teacher Beliefs and Practices 253mentioning

confidence: 99%

“…In both phases we used the work of Hoyles and Sutherland (1990) and of Farrell (1996) as a framework, but adapted our observation instruments to address categories of teacher comments as they emerged from the data, instead of using data to test preexisting hypotheses. At first we read through the data focusing on comments made by the teachers that we thought would inform us about their strategies and intentions.…”

Section: Teacher Beliefs and Practices 253mentioning

confidence: 99%

Teachers and Teaching: theory and practice

1997

Teachers and Teaching

View full text Add to dashboard Cite

This paper describes research into the beliefs and practices established over time by teachers, who had been engaged in an innovative 'mathematical investigations' school program, based on the use of exploratory software. The theoretical framework perceives the teacher as an active mediator of innovation, constructing and reorganizing a personal pedagogy. Interview and detailed observational classroom data were collected and analyzed, synthesizing qualitative and quantitative interpretations of teachers' comments in the classroom. The results show that teachers refer to a variety of aspects of the learning situations in which they intervene rather than just the mathematical concepts and ideas. They adopt multiple roles in the classroom and are influenced by the values of the educational system. The ways in which these issues influence teaching and learning of the mathematical concepts at hand is considered. The nature of teacher beliefs and the ways in which they may influence their practice is questioned.

show abstract

Roles and behaviors in technology- integrated precalculus classrooms

Cited by 30 publications

References 6 publications

Perspectives on technology mediated learning in secondary school mathematics classrooms

Perspectives on technology mediated learning in secondary school mathematics classrooms

Effects of attitudes and behaviours on learning mathematics with computer tools

Teachers and Teaching: theory and practice

Contact Info

Product

Resources

About