Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher Limin Jao Master of Arts, 2009 Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto Abstract This study examined how an elementary teacher fostered student mathematical
a hierarchy of mathematical knowledge by using hyperlink analysis in our mathematics e-learning site Hierarchy is calculated by an adjacency matrix Index Terms—hierarchy construction, graph, adjacency matrix, mathematical knowledge, node, edge I INTRODUCTION Recently E-learning becomes widely used not only in
knowledge building at a situation of mathematical learning about Triangle Similarity Cases using a dynamic geometry software program This article is structured in other five sec- tions, in addition to this introduction In section 2, two essential themes on which to base the research are briefly discussed: the
mathematical representations and form mathematical arguments to construct new knowledge in the chat medium, using the CIM as the key instrument of analysis Keywords: mathematical discourse, collaborative en vironment, uptakes, computer -mediated
• using and converting between fractions, decimals and percentages • using equations and formulae • using rate, ratio and proportion In this workbook, you will apply math operations to solve construction problems ˚ ese problem situations are likely similar to the ones that you will encounter on the
the mathematical knowledge (i e statistics for elementary school) through classroom discussion?, (2) What role are the students and the teacher playing in the discussion?, (3) What impact do their contributions have in the construction of new mathematical knowledge? As subjects of this study are 21 fifth-grade students of SD Labschool Unesa
knowledge, beliefs, and skills an individual brings to the experience of learning It recognizes the construction of new understanding as a combination of prior learning, new information, and readiness to learn Individuals make choices about what new ideas to accept and how to fit them into their established views of the world
The mechanism by which concrete modeling aids children in constructing mathematical knowledge is still not completely understood There is little doubt, however, that it does There is a good deal of research which shows that the optimal presentation sequence for new mathematical content is concrete-pictorial-abstract
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Construction of mathematical knowledge using graphic
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Construction of mathematical knowledge using graphic
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The Effects of Using Graphic Calculators in Teaching and
The Effects of Using Graphic Calculators in Teaching and Learning of Mathematics Malaysian Journal of Mathematical Sciences 45 The Effects of Using Graphic Calculators in Teaching and Learning of Mathematics 1Nor’ain Mohd Tajudin, 2Rohani Ahmad Tarmizi, 2Wan Zah Wan Ali & 2Mohd Majid Konting 1Faculty of Science and Technology, Universiti Pendidikan Sultan Idris, 35900 Tanjong
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Effects of Use of Graphic Calculators on Performance in
THE EFFECTS OF USING GRAPHIC CALCULATORS ON MATEMATICS TEACHING AND LEARNING PERFORMANCE Effects of Use of Graphic Calculators on Performance in Teaching and Learning Mathematics Nor’ain M Tajudin, Rohani A Tarmizi, Wan Z W Ali, Mohd M Konting ABSTRAK Ada peningkatan minat dalam menggunakan teknologi genggam, terutama kalkulator grafik, oleh para
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Creating meaning for and with the graphing calculator
recommend using the graphing calculators to provide students with new approaches, such as the use of miltiple representations, to the investigation of mathematical ideas, While it might appear that practice has moved in- dependently of and more quickly than research, there is in fact no shortage of research studies on the use of the graphing calculator See Dunham and Dick (1994), Wilson and
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CAN WE CONSIDER GRAPHIC CALCULATORS AS AN “OLD”
construction of meanings in modelling activities by students working in small groups (while future teachers individually) with graphic calculators TI-84 and the software TI-Navigator, which provides wireless communication between students’ graphic calculators and the teacher’s computer (Trouche, 2006; Dougherty & Hobbs, 2007) In TI
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INSTRUCTIONAL EFFICIENCY OF THE INTEGRATION OF GRAPHING
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The graphing calculator as an instrument of semiotic
generalize, when involved in performing exploratory tasks, leading them to the construction of mathematical knowledge (Doorman, Drijvers, Dekker, Heuvel-Panhuizen, Lange e Wijers, 2007) We present the resolution of the task: "My hand", with the graphing calculator, whose purpose was to consolidate the concept of function and to understand when a cartesian graph corresponds to the Author : Manuela Subtil, António Domingos
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Creating Meaning for and with the Graphing Calculator
recommend using the graphing calculators to provide students with new approaches, such as the use of multiple representations, to the investigation of mathematical ideas While it might appear that practice has moved in- dependently of and more quickly than research, there is in fact no shortage of research studies on the use of the graphing calculator See Dunham and Dick (1994), Wilson and
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Science Learning With Information Technologies as a Tool
One of perspective directions of computerization in a science and mathematical training of engineer is using of CМS (computer-aided mathematical systems) and graphic calculators in scientific research of students in learning of science and mathematics CМS are universal mathematical packages of symbolical and numerical
mathematics teaching styles are more compatible with graphics calculator usage of teachers' own knowledge of their subject matter while at the same time from Day (1993); and the other tasks were specially constructed for this study
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Graphic calculators (GC) have been widely used in teaching for at least 15 years, and yet nature of mathematical knowledge and how it should be learned, may range from using it at prescribed moments as a teacher-directed add-on, to an technology, has to decide is how they will structure its role in their classroom
PME Vol ThomasHong
engagement with mathematics through the use of these fine calculators functions, and it is important that students develop sufficient expertise with the screen carefully, you will see that seven different graphs are constructed in this case )
Learning Mathematics with Graphics
Constructing Mathematical Knowledge Using Multiple Representations: While the Ontario Achievement Chart's (OAC) knowledge and understanding mathematics classroom, this student could collect rulers, protractors, calculators, paper
Jao Limin MA thesis
development of knowledge so as to cultivate their abilities of exploration, What are the benefits of using the graphic calculators in mathematics conducive to the reform of evaluation systems, especially in the way exams are constructed