The Role of Technological Tools in Relation to Students' Mathematical Thinking during Classroom Tasks [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/in	Sherman, Milan
Titel	The Role of Technological Tools in Relation to Students' Mathematical Thinking during Classroom Tasks [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Technology Uses in Education; Educational Technology; Figurative Language; Cognitive Processes; Thinking Skills; Pedagogical Content Knowledge; Technological Literacy; Qualitative Research; Observation; Interviews; Grade 6; Grade 9; Grade 10; Grade 11; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Pädagogische Kompetenz; Technisches Wissen; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	This study uses the Mathematical Tasks Framework (Stein & Smith, 1998) to assess the cognitive demand of mathematical tasks implemented in four mathematics classrooms, and to investigate the role of technology in both low- and high-level cognitive demand tasks. The metaphor of using technology as an amplifier or reorganizer (Pea, 1987) is used to characterize technology use. Results indicate that when technology is used as an amplifier, it has no influence on the thinking demands of a mathematical task, but when used as a reorganizer it is intimately related to the supporting students' high-level mathematical thinking. Furthermore, this distinction can be an important part of mathematics teachers' technological pedagogical content knowledge (TPACK) (Mishra & Koehler, 2006; Niess et al., 2009) by providing ways to distinguish uses of technology along dimensions that matter for students' mathematical thinking and learning. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01