id: 06169762
dt: a
an: 2013c.00892
au: Pierson Bishop, Jessica
ti: Mathematical discourse as a process that mediates learning in SimCalc
classrooms.
so: Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions.
Democratizing access to important mathematics. Dordrecht: Springer
(ISBN 978-94-007-5695-3/hbk; 978-94-007-5696-0/ebook). Advances in
Mathematics Education, 233-249 (2013).
py: 2013
pu: Dordrecht: Springer
la: EN
cc: U50 C70 D40
ut: computer aided instruction; mathematical discourse; technology in
mathematics instruction; mathematically-connected discourse;
affordances of technology
ci:
li: doi:10.1007/978-94-007-5696-0_13
ab: Summary: While the infrastructure of the SimCalc technology provides unique
opportunities for students to wrestle with complex and conceptually
difficult mathematics in developmentally appropriate ways, the degree
to which students engage in â€œdoing" mathematics varies widely across
classrooms. Some classrooms provide minimal opportunities for students
to conjecture, justify, and exemplify, whereas in other classrooms
these activities are an indispensable part of their day-to-day
operations. One of the primary mechanisms by which students can be
encouraged to engage in authentic mathematical activities is through
the use of appropriately challenging discourse. In this chapter, the
author describes discursive norms and patterns observed across multiple
SimCalc classrooms in order to better understand the interaction
between discourse and technology in the broader classroom environment.
rv: