The influence of technology on the teaching and learning of algebra

Harvey, John G.; Waits, Bert K.; Demana, Franklin

doi:10.1016/0732-3123(95)90024-1

Cited by 16 publications

(6 citation statements)

References 5 publications

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“…As with Catalyst Beliefs, the greater content specialization of teachers at higher grade levels is a plausible explanation for this result. High school mathematics teachers are likely to teach advanced classes (e.g., algebra, calculus, statistics) where students can greatly benefit from calculators (Harvey, Waits, & Demana, 1995; Waits & Demana, 2000) and since they may not have been prepared to use this constantly evolving technology they are therefore, likely to seek and be offered professional development in this area. In addition, calculators used in advanced classes often have features, like graphing capabilities, which require more extensive teacher training.…”

Section: Discussionmentioning

confidence: 99%

Crutch or Catalyst: Teachers' Beliefs and Practices Regarding Calculator use in Mathematics Instruction

Brown

Karp

Petrosko

et al. 2007

School Sci & Mathematics

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This study investigated K‐12 teachers' beliefs and reported teaching practices regarding calculator use in their mathematics instruction. A survey was administered to more than 800 elementary, middle and high school teachers in a large metropolitan area to address the following questions: (a) what are the beliefs and practices of mathematics teachers regarding calculator use? and (b) how do these beliefs and practices differ among teachers in three grade bands? Factor analysis of 20 Likert scale items revealed four factors that accounted for 54% of the variance in the ratings. These factors were named Catalyst Beliefs, Teacher Knowledge, Crutch Beliefs, and Teacher Practices. Compared to elementary teachers, high school teachers were significantly higher in their perception of calculator use as a catalyst in mathematics instruction. However, the higher the grade level of the teacher, the higher the mean score on the perception that calculator use may be a way of getting answers without understanding mathematical processes. The mean scores for teachers in all three grade bands indicated agreement that students can learn mathematics through calculator use and using calculators in instruction will lead to better student understanding and make mathematics more interesting. The survey results shed light on teachers' self reported beliefs, knowledge, and practices in regard to consistency with elements of the National Council of Teachers of Mathematics Principles and Standards for School Mathematics (2000) technology principle and the NCTM use of technology position paper (2003). This study extended previous research on teachers' beliefs regarding calculator use in classrooms by examining and comparing the results of teacher surveys across three grade bands.

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Section: Discussionmentioning

confidence: 99%

Crutch or Catalyst: Teachers' Beliefs and Practices Regarding Calculator use in Mathematics Instruction

Brown

Karp

Petrosko

et al. 2007

School Sci & Mathematics

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show abstract

“…Technologies, including computers and computer laboratories, are an example of instructional settings that have been used to provide especially rich environments to enhance students' interactions by some collegiate mathematics educators (Dubinsky, 1995;Harvey, Waits, & Demana, 1995;Hillel, Lee, Laborde, & Linchevski, 1992;Judson, 1990;Kaput & Thompson, 1994;Shaw, Jean & Peck, 1997). Geometers Sketchpad (Key Curriculum Press, 2004) is a specific dynamic software package that was used in smallgroup settings by the participants of this study to investigate geometric problems.…”

Section: Small-group Work In Mathematicsmentioning

confidence: 99%

Small-group searches for mathematical proofs and individual reconstructions of mathematical concepts

Vidakovic

Martin

2004

The Journal of Mathematical Behavior

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“…Technological infrastructures and evidence aligned with most of the views on collective intelligence are nascent. Technological systems for learning are more mature, but lack deeper analysis of case-studies and designs to promote equity and agency development, as well as evidence-based solutions for learning as self-improvement (Harvey, 1995). In short, gaps in science and technology for learning and collective intelligence persist.…”

Section: Introductionmentioning

confidence: 99%

Harnessing collective intelligence for the future of learning – a co-constructed research and development agenda

Misevic

Atal²,

Bédard³

et al. 2023

HCj

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Learning, defined as the process of constructing meaning and developing competencies to act on it, is instrumental in helping individuals, communities, and organizations tackle challenges. When these challenges increase in complexity and require domain knowledge from diverse areas of expertise, it becomes difficult for single individuals to address them. In this context, collective intelligence, a capacity of groups of people to act together and solve problems using their collective knowledge, becomes of great importance. Technologies are instrumental both to support and understand learning and collective intelligence, hence the need for innovations in the area of technologies that can support user needs to learn and tackle collective challenges. Use-inspired research is a fitting paradigm that spans applied solutions and scientific explanations of the processes of learning and collective intelligence, and that can improve the technologies that may support them. Although some conceptual and theoretical work explaining and linking learning with collective intelligence is emerging, technological infrastructures as well as methodologies that employ and evidence that support them are nascent. We convened a group of experts to create a middleground and engage with the priorities for use-inspired research. Here we detail directions and methods they put forward as most promising for advancing a scientific agenda around learning and collective intelligence.

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The influence of technology on the teaching and learning of algebra

Cited by 16 publications

References 5 publications

Crutch or Catalyst: Teachers' Beliefs and Practices Regarding Calculator use in Mathematics Instruction

Crutch or Catalyst: Teachers' Beliefs and Practices Regarding Calculator use in Mathematics Instruction

Small-group searches for mathematical proofs and individual reconstructions of mathematical concepts

Harnessing collective intelligence for the future of learning – a co-constructed research and development agenda

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