The Power of Mediating Artifacts in Group-Level Development of Mathematical Discourses

Ares, Nancy; Stroup, Walter M.; Schademan, Alfred R.

doi:10.1080/07370000802584497

Cited by 32 publications

(15 citation statements)

References 22 publications

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“…The multiple representations encouraged students to make connections, make comparisons among the representations, and see patterns more easily. A similar finding was also reported by Ares et al (2008), who noted that interacting with multiple representations promoted mathematical discourse among students.…”

Section: Pattern Blockssupporting

confidence: 87%

Revisiting the Definition of a Virtual Manipulative

Moyer‐Packenham

Bolyard

2016

Mathematics Education in the Digital Era

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Section: Pattern Blockssupporting

confidence: 87%

Revisiting the Definition of a Virtual Manipulative

Moyer‐Packenham

Bolyard

2016

Mathematics Education in the Digital Era

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“…First, technology tools, such as virtual manipulatives, provide dynamic pictorial and symbolic representations of mathematics concepts. Second, the dynamic visual displays serve as common experiences about which students can engage in meaningful classroom discussions incorporating both verbal and gestural (i.e., embodied) interactions [13,53,54]. Students' understanding of mathematical concepts is strengthened when they make connections among representations in pictorial, symbolic, verbal, and embodied modalities [55].…”

Section: Impact Of Technology Tools On Tmdmentioning

confidence: 99%

“…The dynamic nature of these representations has a profound impact on the level of classroom mathematical discourse. For example, Ares, Stroup, and Schademan [53] describe a lesson using networked classroom technology-a wireless network of graphing calculators that collects students' solutions and displays them collectively on a screen at the front of the room. In this particular lesson, students used their calculators to "maneuver an elevator" by determining how many levels it would move up or down in one-second intervals.…”

Section: Impact Of Dynamic Representations On Classroom Discoursementioning

confidence: 99%

“…Therefore, even though a task may incorporate technology tools, if it is not a worthwhile mathematical task, it will not produce the desired TMD, regardless of the affordances offered by technological tools. When worthwhile mathematical tasks make explicit use of the technology tools, the opportunity for rich TMD increases [51][52][53][54].…”

Section: Impact Of Mathematical Tasks On Tmdmentioning

confidence: 99%

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Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions

Anderson-Pence

2017

Education Sciences

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Extensive research has been published on the nature of classroom mathematical discourse and on the impact of technology tools, such as virtual manipulatives (VM), on students' learning, while less research has focused on how technology tools facilitate that mathematical discourse. This paper presents an emerging construct, the Techno-Mathematical Discourse (TMD) framework, as a means for analyzing and interpreting aspects of learning when students use technological representations to mediate mathematical discussions. The framework focuses on three main components: classroom discourse, technology tools, and mathematical tasks. This paper examines each of these components, and then illustrates the framework using examples of students' exchanges while interacting with virtual manipulatives. The TMD Framework has applications relevant to teachers, teacher educators, and researchers concerning how technology tools contribute to discourse in mathematics classrooms. The TMD framework addresses a critical issue in mathematics education, in that classroom teachers and researchers need to understand how technology facilitates classroom interactions and how to best leverage technology tools to enhance students' learning of mathematics.

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“…Stroup, 2007, Ares, 2009, Brady, 2014. Our approach extends to group-level interactivity in classrooms a longstanding commitment in the learning sciences to develop "shared environments that permit sustained exploration by students and teachers" in a manner that mirrors the kinds of problems, opportunities, and tools engaged by experts (LTC, 1992 p. 78).…”

Section: Introductionmentioning

confidence: 99%

Group-Based Cloud Computing for Secondary STEM Education

Petrosino¹,

Stroup²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). The Group-based Cloud Computing (GbCC) for STEM Education Project investigates pre-service teacher designing, developing, implementing, and enacting a sociotechnological system for group-centered STEM teaching and learning consistent with a nationally recognized pre-service program. The project takes a design-based research approach to creating and studying technologies and materials that support generative teaching and learning in STEM. Computational thinking, including agent-based modeling, and simulation across STEM domains as well as geo-spatial reasoning about personally meaningful learner-collected data will provides an important scientific foundation for the project. This will be achieved by developing a highly-interactive and group-optimized, browser-and cloud-based, deviceindependent and open-source architecture and by integrating and extending leading computational tools including the NSF-funded NetLogo Web agent-based modeling language and environment.

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The Power of Mediating Artifacts in Group-Level Development of Mathematical Discourses

Cited by 32 publications

References 22 publications

Revisiting the Definition of a Virtual Manipulative

Revisiting the Definition of a Virtual Manipulative

Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions

Group-Based Cloud Computing for Secondary STEM Education

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