id: 06452122
dt: a
an: 2015d.00164
au: Joubert, Marie
ti: A framework for examining student learning of mathematics: tasks using
technology.
so: Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of
the European Society of Research in Mathematics Education, Antalya,
Turkey, February 6‒10, 2013. Ankara: Middle East Technical University
(ISBN 978-975-429-315-9). 2584-2593 (2013).
py: 2013
pu: Ankara: Middle East Technical University
la: EN
cc: C30 U70
ut: modes of production; computer; feedback; task; graphing
ci: ME 1998a.00152
li:
ab: Summary: This paper, taken directly from the author’s doctoral thesis,
[Classroom mathematical learning with computers: the meditational
effects of the computer, the teacher and the task. Bristol: University
of Bristol (PhD Thesis) (2007)] develops a theoretical and
methodological framing for examining student learning in the context of
mathematics classrooms where computers are used. The framing, drawing
particularly on the {\it G. Brousseau}’ theory of didactic situations
[Theory of didactical situations in mathematics: didactique des
mathématiques, 1970‒1990. Dordrecht: Kluwer (1997; ME 1998a.00152)],
takes into account not only the student interactions with the
environment but also the crucial role played by the feedback from the
computer. This approach focuses on the processes in which the students
are engaged and suggests the sorts of interactions that might provide
evidence of student mathematical learning. The paper concludes with a
section which analyses an episode of student mathematical activity
using this framing.
rv: