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Designing mathematical learning environments for teachers. (English)
Math. Teach. (Reston) 104, No. 4, 274-282 (2010).
Summary: Technology use in mathematics often involves either exploratory or expressive modeling. When using exploratory models, students use technology to investigate a premade expert model of some phenomena. When creating expressive models, students have greater flexibility for constructing their own model for investigation using objects and mechanisms available to them in the technological environment. The author’s recent work in planning learning experiences for preservice and in-service teachers has lead to the development of a curriculum design principle she calls "dynamic technology scaffolding". Dynamic technology scaffolding (DTS) involves constructing mathematical tasks with three distinct levels of technological engagement. The author describes classroom tasks that were constructed or adapted for use with graduate students in a course focusing on recent developments in secondary school mathematics education, especially the use of interactive technological tools for exploring mathematical relationships. She presents three examples of the use of dynamic technology scaffolding in this course. The appendix contains additional technological support and mathematical explanations. (Contains 10 figures.) (ERIC)
Classification: B50 U59 D49
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