Mathematical problem solving and computers: A study of learner-initiated application of technology in a general problem-solving context

Journal of Research on Computing in Education

Volumn 30, Issue 3, 1998, Pages 239-252

  Dugdale, Sharon ^a   Legare, Owen ^b   Matthews, James I ^c   Ju, Mi Kyung ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b LeGare Consulting   (United States)

^c College of the Desert ^*  (United States)

Author keywords

Mathematics; Problem solving; Technology

Indexed keywords

EID: 85007782014     PISSN: 08886504     EISSN: None     Source Type: Journal    
DOI: 10.1080/08886504.1998.10782225     Document Type: Article

References (24)

1. Burns, M. (1994). Arithmetic: The last holdout. Phi Delta Kappan, 75(6), 471-476.
2. Cardelle-Elawar, M., & Wetzel, K. (1995). Students and computers as partners in developing students’ problem-solving skills. Journal of Research on Computing in Education, 27(4), 387-401.
3. Confrey, J. (1993). The role of technology in reconceptualizing functions and algebra. In J. R. Becker & B. J. Pence (Eds,), Proceedings of the fifteenth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education, Volume I (pp, 47-74). San Jose, CA: The Center for Mathematics and Science Education, San Jose State University.
4. Davis, R. B. (1987). Mathematics as a performing art. Journal of Mathematical Behavior, 6, 157-170.
5. diSessa, A. A., Hoyles, C., Noss, R., & Edwards, L. E. (Eds.). (1995). Computers and exploratory learning. New York: Springer-Verlag.
6. Dreyfus, T., & Hadas, N. (1991). STEREOMETRIX—A learning tool for spatial geometry. In W. Zimmermann & S. Cunningham (Eds.), Visualization in teaching and learning mathematics, MAA Notes #19 (pp. 87-94). Washington, DC: Mathematical Association of America.
7. Dugdale, S. (1996, July). Technology as both driver and supporter of curricular change in mathematics: Toward merging multiple roles for an effective partnership, Paper presented at the Eighth International Congress of Mathematical Education, Seville, Spain.
8. Excel [Computer software], (1992). Redmond, WA: Microsoft Corporation.
9. Heid, M. K. (1988). Resequencing skills and concepts in applied calculus using the computer as a tool. Journal for Research in Mathematics Education, 19(1), 3-25.
10. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Oliver, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12-21.
11. Hilled, J., Lee, L., Laborde, C., & Linchevski, L. (1992). Basic functions through the lens of computer algebra systems. Journal of Mathematical Behavior, 11(2), 119-158.
12. Holdaway, S., Hearn, R. A., Lindsey, S., & Hoke, T. (1994). Claris Works [Computer software]. Santa Clara, CA: Claris Corporation.
13. Jackiw, N. (1995). Geometer’s sketchpad [Computer software]. San Francisco, CA: Key Curriculum Press.
14. Kaput, J.J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515-556). New York: Macmillan.
15. Lave, J., Smith, S., & Butler, M. (1989). Problem solving as everyday practice. In R. I. Charles & E. A, Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 61-81). Reston, VA: National Council of Teachers of Mathematics.
16. McCoy, L. P. (1996), Computer-based mathematics learning. Journal of Research on Computing in Education, 28(4), 438-460.
17. Romberg, T., Fennema, E., &Carpenter, T. P. (1993). Integrating research on the graphical representation of functions. Hillsdale, NJ: Erlbaum.
18. Saljo, R., & Wyndhamn, F. (1992). Solving everyday problems in the formal setting: An empirical study of the school as context for thought. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 327-342). New York: Cambridge University Press.
19. Schumann, H. (1991). Interactive theorem finding through continuous variation of geometric configurations. Journal of Computers in Mathematics and Science Teaching, 10(3), 81-105.
20. Scribner, S. (1986). Thinking in action: Some characteristics of practical thought. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 13-30). New York: Cambridge University Press.
21. Silver, E. A. (1989). Teaching and assessing mathematical problem solving: Toward a research agenda. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 273-282). Reston, VA: National Council of Teachers of Mathematics.
22. Yerushalmy, M., &Houde, R. A. (1986). The Geometric Supposer: Promoting thinking and learning. The Mathematics Teacher, 79(6), 418-422.
23. Yerushalmy, M., & Schwartz, J. L. (1993). Seizing the opportunity to make algebra mathematically and pedagogically interesting. In T. Romberg, E. Fennema, & T. P. Carpenter (Eds.), Integrating research on the graphical representation of functions (pp. 41-67). Hillsdale, NJ: Erlbaum.
24. Zimmermann, W., & Cunningham, S. (Eds.). (1991). Visualization in teaching and learning mathematics, MAA Notes #19. Washington, DC: Mathematical Association of America.