Making exploration visible: On software design and school algebra curriculum

International Journal of Computers for Mathematical Learning

Volumn 4, Issue 2, 1999, Pages 169-189

  Yerushalmy, Michal ^a  

^a UNIVERSITY OF HAIFA   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

COMPUTER AIDED INSTRUCTION; COMPUTER AIDED SOFTWARE ENGINEERING; CURRICULA; ENGINEERING EDUCATION; STUDENTS;

COMPUTER ALGEBRA SYSTEMS (CAS);

ALGEBRA;

EID: 0033347492     PISSN: 13823892     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1009863805300     Document Type: Article

References (45)

1. Balacheff, N. (1997). Some questions on mathematical learning environments. In E. Pehkonen (Ed.), The Proceedings of the 21st Conference of the Psychology of Mathematics Education, Volume 1 (pp. 99-104). Lahti, Finland.
2. Borba, M. C. and Confrey, J. (1996). A student's constructions of functions in a multiple representational environment, Educational Studies in Mathematics 31(3): 319-337.
3. Chazan, D. (1999). On teachers mathematical knowledeg and student exploration: A personal story about teaching a technologically supported approach to school algebra, International Journal of Computers in Mathematical Education 4(2-3): 121-149.
4. Chazan, D. (1993). F(x) = G(x)? An approach to modeling with algebra, For the Learning of Mathematics 13(3): 22-26.
5. Collins, A. (1996). Design issues for learning environments. In S. Vosniadou, E. de Corte, R. Glaser and H. Mandel (Eds), International Perspectives on the Design of Technology-Supported Learning Environments (pp. 347-362). Hillsdale, NJ: Erlbaum.
6. Demana, F. (1998). Improving student understanding about computational processes, problem solving techniques and proof unig hand held technology. In W. Yang, K. Shirayanagi, S. Chu and G. FitzGerald (Eds), Proceedings of the 3rd Asian Technology Conference in Mathematics (pp. 3-12). Stukuba, Japan: Springer.
7. Derive (1995). Computer Software. Soft Warehouse Inc., Texas Instruments, Inc.
8. Dorfler, W. (1993). Computer use and views of the mind. In C. Keitel and K. Ruthven (Eds), Learning from Computers: Mathematics Education and Technology (pp. 159-186). Berlin Heidelberg: Springer-Verlag.
9. Dreyfus, T. and Hillel, J. (1998). Reconstruction of meanings for function approximation, International Journal of Computers for Mathematical Learning 3(2): 93-112.
10. Dreyfus, T. (1993). Didactic design of computer based learning environments. In C. Keitel and K. Ruthven (Eds), Learning from Computers: Mathematics Education and Technology, Nato ASI series, Vol. 121 (pp. 101-130).
11. Fey, J. (1989). School algebra for the year 2000. In S. Wagner and C. Kieran (Eds), Reserach Issues in the Learning and Teaching of Algebra (pp. 199-213). Hillsdale, NJ: Erlbaum.
12. Filloy, E. and Rojano, T. (1989). Solving Equations: The transition from arithmetic to algebra, For the Learning of Mathematics 9(2): 19-25.
13. Gafni, R. (1996). Using multiple representations of function to improve semantics understanding of algebraic expressions and equations. PhD dissertation (in Hebrew). Department of Mathematics Education, Faculty of Education, University of Haifa.
14. Goldenberg, E. P. Chipping a way at mathematics: A long term technophile's worries about computers and calculators in the classroom. Paper in progress, Education Development Center, MA.
15. Goldenberg, E. P. (1999). Principle, arts and craft in curriculum design: The case of connected geometry, International Journal of Computers for Mathematical Learning 4(2-3): 191-224.
16. Goldenberg, E. P. (1995). Multiple representations: A vehicle for understanding understanding. In: D. Persinks, J. Schwartz, M. West and S. Wiske (Eds), Software Goes to School (pp. 155-171). New York: Oxford University Press.
17. Guin, D. and Trouche, L. (1999). The complex process of converting tools into mathematical instruments: The case of calculators, International Journal of Computers for Mathematical Learning 3(3): 195-227.
18. Harvey, G. J., Waits, K. B and Demana, D. F. (1995). The influence of technology on the teaching and learning of algebra, Journal of Mathematical Behavior 14(1): 75-109.
19. Heid, M. K. (1995). Algebra in a technological world. National Council of Teachers of Mathematics (NCTM), Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM.
20. Hillel, J. (1993). Computer algebra systems as cognitive technologies: Implication for the practice of mathematics education. In C. Keitel and K. Ruthven (Eds), Learning from Computers: Mathematics Education and Technology (pp. 18-47). Berlin Heidelberg: Springer-Verlag.
21. Hoyles, C. (1993). Microworlds/schoolworlds: The transformation of an innovation. In C. Keitel and K. Ruthven (Eds), Learning from Computers: Mathematics Education and Technology (pp. 1-17). Berlin Heidelberg: Springer-Verlag.
22. Kaput, J. J. (1989). Linking representations in the symbol systems of algebra. In S. Wagner and C. Kieran (Eds), Reserach Issues in the Learning and Teaching of Algebra (pp. 167-194). Hillsdale, NJ: Erlbaum.
23. Kaput, J. and Roschelle, J. (1996). SimCalc. Project Report, SimCalc Project.
24. Kynigos, C., Koutlis, S. and Hadzilacos, T. (1997). Mathematics with component oriented exploratory software, International Journal of Computers for Mathematical Learning 2(3): 229-250.
25. Laborde, C. (1993). The computer as part of the learning environment: The case of geometry. In C. Keitel and K. Ruthven (Eds), Learning from Computers: Mathematics Education and Technology, Vol. 121 (pp. 48-67). Nato ASI series.
26. Laborde, C. (1992). Solving problems in computer-based geometry environments: The influence of the features of the software, Zentrablatt fur Didaktik der Mathematik 4: 128-135.
27. Lakatos, I. (1976). Proofs and Refutations: The Logic of Mathematical Discovery. Cambridge: Cambridge University Press.
28. Lampert, M. (1995). Managing the tensions in connecting students inquiry with learning mathematics in school. In D. Persinks, J. Schwartz, M. West and S. Wiske (Eds), Software Goes to School (pp. 213-232). New York: Oxford University Press.
29. Nesher, P. (1989). Microworlds in mathematical education: A pedagogical realism. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction (pp. 187-215). Hillsdale, NJ: Erlbaum.
30. Noss, R., C. Hoyles. (1996). Windows on Mathematical Meanings: Learning Cultures and Computers. Dordrecht, The Netherlands: Kluwer Academic Publishers.
31. Olive, J. (1996). New information technology in mathematics education. In T. Plomp and D. Ely (Eds), International Encyclopedia of Educational Technology (pp. 546-551). Cambridge: Cambridge University Press.
32. Pea, R. D. (1987). Cognitive technologies for mathematics education. In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. 89-122). Hillsdale, NJ: Erlbaum.
33. Pimm, D. (1995). Symbols and Meanings in School Mathematics. London: Routledge.
34. Scardamalia, M. and C. Bereiter (1996). Adaptation and understanding: A case for new cultures in schooling. In S. Vosniadou, E. de Corte, R. Glaser and H. Mandel (Eds), International Perspectives on the Design of Technology Supported Learning Environments (pp. 149-164). Hillsdale, NJ: Erlbaum.
35. Schwartz, J. L. (1999). Can technology help us make the mathematics curriculum intellectually stimulating and socially responsible? ). International Journal of Computers for Mathematical Learning 4(2-3): 99-119.
36. Schwartz, J. L. (1995). The right size byte: Reflections on educational software designer. In D. Persinks, J. Schwartz, M. West and S. Wiske (Eds), Software Goes to School (pp. 172-182). New York: Oxford University Press.
37. Schwartz, J. L. (1992). Unsolving Equations and Inequalities. Computer software. NY: Sunburst Communications.
38. Schwartz, J. L. and Yerushalmy, M. (1995). Calculus UnLimited. Computer software. Tel-Aviv: Center for Educational Technology.
39. Schwartz, J. L. and Yerushalmy, M. (1992). Getting students to function in and with algebra. In E. Dubinsky and G. Harel (Eds), Learning the concept of function (pp. 281-289). The Mathematical Association of America.
40. Schwartz, J. L. (1984). Tyranny, discipline, freedom and license some thoughts on educational ideology and computers. Report from the learning lab, Education in the Electronic Age: 59-66.
41. Steinberg R., Sleeman, D. and Ktorza, D. (1990). Algebra knowledge of equivalence equations, Journal for Research in Mathematics Education 22(2): 112-112.
42. van Oers, B. (1996). Learning mathematics as meaningful activity. In L. P. Steffe, P. Nesher, P. Cobb, G. Goldin and B. Greer (Eds), Theories of Mathematical Learning (pp. 91-114). Hillsdale, NJ: Erlbaum.
43. Wiske, M. S. and Houde, R. (1993). From recitation to construction: Teachers change with new technologies. In J. L. Schwartz, M. Yerushalmy and B. Wilson (Eds), The Geometric Supposer: What Is It a Case of? (pp. 193-216). Hillsdale, NJ: Erlbaum.
44. Yerushalmy, M. and Bohr, M. (1995). Between equations and solutions: An odyssey in 3D. In the Proceedings of the 19th Annual Meeting of the Psychology of Mathematics International Group, Vol. 2 (pp. 218-225). Brazil.
45. Yerushalmy, M. (1991). Students perceptions of aspects of algebraic function using multiple representation software, Journal of Computer Assisted Learning 7: 42-57.