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Association: Name: The Mathematical Association of America MathFest URL: http://www.maa.org
Citation: URL: http://www.allacademic.com/meta/p275362_index.html Direct Link: HTML Code:

Lapp, Douglas. "Using technology to promote reflective discourse: Combining dynamically connected representations with video reflection." Paper presented at the annual meeting of the The Mathematical Association of America MathFest, TBA, Madison, Wisconsin, Jul 28, 2008 <Not Available>. 2009-05-23 <http://www.allacademic.com/meta/p275362_index.html>

Lapp, D. A. , 2008-07-28 "Using technology to promote reflective discourse: Combining dynamically connected representations with video reflection." Paper presented at the annual meeting of the The Mathematical Association of America MathFest, TBA, Madison, Wisconsin <Not Available>. 2009-05-23 from http://www.allacademic.com/meta/p275362_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: This session describes the use of technology to promote mathematical exploration. Although the use described occurred in a new program designed for pre-service secondary teachers, the use of technology and approaches to teaching are also applicable to typical undergraduate courses such as abstract algebra. Experiences will be shared from the first course in a four-course sequence that is taken as a precursor to several upper-level undergraduate courses providing early exposure to concepts from abstract algebra and analysis. Approaches for infusing technology into this course to promote mathematical discourse will be shared. Specifically, this course combined the TI-Nspire CAS™ (hand-held and software) with video sharing through iTunes University. The TI-Nspire CAS™ combines a computer algebra system, dynamic geometry system, spreadsheet, and dynamic statistics system into one device where all representations are dynamically connected. Changes to any created object in any problem page of a document results in real-time changes in other connected objects on any page within the same problem. This has been a powerful tool in student exploration and promotes discourse among students. The second prong of this approach is the use of iTunes University for posting a video podcast immediately following class. The students are able to download video from class using iTunes. This provided students with an opportunity to “relive” the classroom discussions and results shared in class. The use of the video promoted discourse among students and helped create the atmosphere of a mathematical community within the course.

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