
05919419
a
2011e.00445
Yerushalmy, Michal
Botzer, Galit
Guiding mathematical inquiry in mobile settings.
Zaslavsky, Orit (ed.) et al., Constructing knowledge for teaching secondary mathematics. Tasks to enhance prospective and practicing teacher learning. Berlin: Springer (ISBN 9780387098111/hbk; 9780387098128/ebook). Mathematics Teacher Education 6, 191207 (2011).
2011
Berlin: Springer
EN
D49
U19
R29
C39
M19
B50
mobile learning
guided inquiry
mathematical modelling
sociocultural interaction
collaboration
elementary algebra
calculus
mathematical applications
everyday mathematics
mathematical model building
teacher education
educational technology
teaching methods
doi:10.1007/9780387098128_12
Summary: Engaging mathematics students in active exploration of reallife scenarios and supporting inquiry processes are major challenges for teachers. It requires a shift in the teacher's role from lecturing and telling to listening, observing, facilitating, and guiding. In our exploratory work we found that mobile devices can offer a challenging setting for educators to deepen their thinking about sensing mathematics and about socially constructing and mediating mathematical knowledge. The unique qualities of this setting follow from the mobility that enables learners to share knowledge. To demonstrate the possibilities of such a setting, we present innovative function graphing applications for mobile phones and a sequence of tasks designed to support the qualitative and quantitative inquiry of functions. We suggest that by engaging in such tasks, mathematics teachers can rethink their pedagogical, curricular, and subject matter knowledge, connect mathematical knowledge with reallife contexts, and interact socially in ways that support the creation of a community of proficient mathematics teachers.