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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p24768_index.html Direct Link: HTML Code:

Hollebrands, Karen. and Heid, M. Kathleen. "Patterns of Secondary Mathematics Students' Representational Acts and Task Engagement in a Small-Group Technology-Intensive Context" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p24768_index.html>

Hollebrands, K. and Heid, M. , 2005-10-20 "Patterns of Secondary Mathematics Students' Representational Acts and Task Engagement in a Small-Group Technology-Intensive Context" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2009-05-25 from http://www.allacademic.com/meta/p24768_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: When mathematics teaching and learning occurs in technology-intensive environments, students often engage with tasks and use resources that differ markedly from what might be available in non-technological contexts. Exploration, generalization, reasoning, and justification tasks are but a few of the processes that technology can facilitate. Because students' performance on various tasks may be influenced by the resources available to them in a technology-intensive environment, one step in understanding the potential influence can be to determine the nature of or patterns in students' use of resources, such as mathematical representations, as they engage in tasks when they have access to technology. This study investigates students' mathematical thinking in a technological context by focusing on students' representational actions and engagement in mathematical tasks when they have access to powerful technology tools. Two frameworks were employed in the analysis to illuminate the interplay between representational acts, types of tasks, and technology use in small-group and whole-class settings.

Comparing Maps Developed by Practicing Elementary School Teachers and High School Students Through Task-Based Mathematics

A Place to Call Home: Generating Web Space for Small Group Class Ethnographic Research Projects

Mathematical Knowledge and Fluency Inservice Teachers Need to Create Technology-enhanced Mathematical Tasks

Teachers’ Difficulties in Adapting to the Use of New Technologies in Mathematics Classrooms and the Influence on Students’ Learning and Attitudes