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Association: Name: The Mathematical Association of America MathFest URL: http://www.maa.org
Citation: URL: http://www.allacademic.com/meta/p378133_index.html Direct Link: HTML Code:

Epperson, James. "Can Inservice Mathematics Teachers Answer Mathematical Questions that Arise from Classroom Use of Dynamic Software?" Paper presented at the annual meeting of the The Mathematical Association of America MathFest, Aug 06, 2009 <Not Available>. 2009-08-10 <http://www.allacademic.com/meta/p378133_index.html>

Epperson, J. A. , 2009-08-06 "Can Inservice Mathematics Teachers Answer Mathematical Questions that Arise from Classroom Use of Dynamic Software?" Paper presented at the annual meeting of the The Mathematical Association of America MathFest <Not Available>. 2009-08-10 from http://www.allacademic.com/meta/p378133_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Using dynamic software in the teaching and learning of mathematics offers new opportunities for students to construct their own mathematical knowledge. The National Council of Teachers of Mathematics Principles and Standards for School Mathematics (2000) describes technology as “essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.” (NCTM, 2000, p. 11) As one of the six principles for school mathematics, the Technology Principle includes a vision that all students have access to technology to facilitate their learning of mathematics (p. 24). The author highlights pre-test and post-test results from questions that assessed inservice teachers’ mathematical understanding in the area of function transformations and their ability to answer mathematical questions that may be posed by their students, particularly those questions that would arise in a lesson that uses dynamic software. In the two-week period between the pre- and post- tests, inservice teachers worked on transformation problems using dynamic software and animations in which they confronted many of the mathematical and pedagogical issues that the pre-test meant to expose. Whereas the Principles and Standards support the idea that teachers must experience how technology can enhance learning and investigate models for integrating it in their classroom practice (NCTM, 2000, p. 373), our results suggest that the use of dynamic software in instruction may also create new mathematical misconceptions or prompt mathematical questions that secondary mathematics teachers are unable to answer.

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