id: 02365269
dt: a
an: 2009a.00543
au: Peressini, Dominic D.; Knuth, Eric J.
ti: The role of technology in representing mathematical problem situations and
concepts.
so: Masalski, William J. et al., Technology-supported mathematics learning
environments. Sixty-seventh yearbook. Reston, VA: National Council of
Teachers of Mathematics (NCTM), (ISBN 0-87353-569-3). 277-290 (2005).
py: 2005
pu: Reston, VA: National Council of Teachers of Mathematics (NCTM),
la: EN
cc: U50 R20
ut: technology use; computer as educational medium; mathematics and computers;
modes of representation; visualization
ci:
li:
ab: Summary: The article first goes into five important roles (management tool,
communication tool, evaluation tool, motivational tool, cognitive tool)
technology plays in the mathematics classroom. It then gives an
overview of two problems and how technology might be used as a
cognitive tool for representing the problem situations and for
exploring the mathematical ideas underlying each problem. The first
problem, a TIMSS problem, engages students in making conjectures about
the areas of triangles that share a common basis. The second problem, a
calculus problem, involves a more abstract problem situation and deals
with the complex idea of rate of change.
rv: