Teaching practices and exploratory computer simulations
2013 (English)In: Computers in The Schools, ISSN 0738-0569, Vol. 30, no 1-2, 102-123 p.Article in journal (Refereed) Published
While computing technologies are widely available in secondary schools, these technologies have had only limited impact on chang- ing classroom practices. In part, this can be attributed to an under- developed understanding of the role of the teacher in engaging in classroom practices that can support student learning with technol- ogy. In this qualitative study, we analyzed the teaching practices that supported pre-college students’ learning of a conceptually rich and deep topic (the average rate of change) when using an ex- ploratory computer simulation environment. The results illustrate the demands placed on teachers when faced with the generation of student ideas from their interactions with the simulation and three broad categories of teaching practices in response to these demands: (a) pressing students for representations, (b) harvest- ing student ideas, and (c) sorting out and refining student ideas. These findings contribute to evolving frameworks for understanding meaningful and productive technology use in teaching secondary mathematics.
Place, publisher, year, edition, pages
Routledge, 2013. Vol. 30, no 1-2, 102-123 p.
simulations, modeling, teaching practices, rate of change, secondary mathematics
IdentifiersURN: urn:nbn:se:liu:diva-105258DOI: 10.1080/07380569.2013.765308OAI: oai:DiVA.org:liu-105258DiVA: diva2:705045
Computers in Mathematics Education2014-03-142014-03-142014-03-24