
06169762
a
2013c.00892
Pierson Bishop, Jessica
Mathematical discourse as a process that mediates learning in SimCalc classrooms.
Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions. Democratizing access to important mathematics. Dordrecht: Springer (ISBN 9789400756953/hbk; 9789400756960/ebook). Advances in Mathematics Education, 233249 (2013).
2013
Dordrecht: Springer
EN
U50
C70
D40
computer aided instruction
mathematical discourse
technology in mathematics instruction
mathematicallyconnected discourse
affordances of technology
doi:10.1007/9789400756960_13
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 ``doing" 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 daytoday 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.