
06247556
j
2014a.00914
Chua, Boon Liang
Wu, Yinkang
Designing technologybased mathematics lessons: a pedagogical framework.
J. Comput. Math. Sci. Teach. 24, No. 4, 387402 (2005).
2005
Association for the Advancement of Computing in Education (AACE), Waynesville, NC
EN
U50
U70
I40
computer as educational medium
mathematics education
technologybased learning environments
CAI
computer aided instruction
educational technology
inclusive education
instructional design
calculus
extreme value problems
media technology
Summary: In order to effectively integrate technology into mathematics teaching and learning, teachers could create a technologybased learning environment which provides students with opportunities to experience the process of mathematical investigation from exploring with mathematical ideas to making and testing conjectures, as well as extending their conjectures to a general form if possible. Additionally, the learning environment should support students in ways that encourage them to articulate not only what they know about the mathematical ideas in their exploration, but also how they arrive at their conjectures and how they generalise the ideas. This article offers a framework that encompasses the processes of exploring, conjecturing, verifying and generalising to help mathematics teachers plan and design effective technologybased lessons to create an environment which engages students in meaningful learning in the mathematics classroom. An interactive spreadsheet template based on a popular mathematics problem commonly found under the topic of calculus involving finding the maximum area of a rectangular enclosure given a fixed perimeter was designed to illustrate the framework.