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EDUC 5848/MATH
5848 Technology and Mathematics Education |
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Faculty of Graduate
Studies Graduate Program
in Education Graduate Program in Mathematics and Statistics Summer 2006
Course Outline Course Director:
Professor Margaret Sinclair Office: 3159 TEL
building Email:
msinclair@edu.yorku.ca Phone: 416 736 2100
(20344) Dates and Time:
Wednesdays, Location: ERC lab –
TEL 3146 Expanded Course Description This course will involve participants in examining the role of technology in the teaching and learning of mathematics. Selected readings, and experiences with technological applications of fundamental mathematics concepts will provide the basis for a critical analysis of central themes and issues. Topics may include: impact of technology use on mathematics content and pedagogy; equity issues (e.g., access to technology); technology and its relationship to visual/kinesthetic learning in mathematics; collaboration and student talk in technology-supported mathematics classrooms; assessment of mathematics understanding stemming from/by means of technological tasks; technology as a mediating tool; evaluation of technological mathematics objects. How
class will be conducted: We will be involved in discussing
course readings and applications of a variety of technological applications
related to mathematics teaching and learning; we will also engage in
exploratory activities with technology. There will be individual and group
presentations on topics related to the themes of the course. Course Assignments (Evaluation): Evaluation for the course will be based on Required texts: None. A bibliography of recommended readings will be provided and particular articles for discussion will be chosen from a variety of sources. Presentation
of Submitted Work Please use APA style for submitted papers. - Refer to the style guides found at: http://info.library.yorku.ca/depts/ref/refweb.htm -
When citing internet-based sources, please
refer to: http://info.library.yorku.ca/internet/citing.htm Online
Conference There will be a conference set up on First Class. Please ensure that you are connected as soon as possible to receive articles, URL’s, and messages about the course. Evaluation
A. Short papers: Each participant will
prepare 3, 3-4 page papers on articles chosen from a bibliography of course
references, and be prepared to contribute to class discussions on the
articles. (30%). B.
Presentation: Individual or group presentation
based on topics/issues discussed during the course (15%). C. Research paper. (30%) An academic paper (8-10 pages, including references, 12 point type, double spaced) on a course related topic. Papers can be based on the research used for the presentation. A one-page proposal for the paper is to be submitted on June 7th. Two students may collaborate on a paper. The length will then be 16-20 pages. Due date – July 5th D. Participation. (25%) Because class discussion and in-class activities are key components of this course, regular attendance and active participation are expected. To inform our discussions each participant will also prepare 5 written, 1 page contributions. These contributions can be in the form of: a) A descriptive commentary providing information on an article, book or website that is relevant to our discussion that week. b) A personal experience to inform the discussion. c) An example of a technological application that illustrates some facet of the week’s topic accompanied by a brief set of comments. Bibliography Books: diSessa, A. (2000). Changing minds: Computers, learning and literacy. King, J., & Schattschneider, D. (Eds.). (1997). Geometry turned
on: Dynamic software in learning, teaching, and research. Focus Issue: Learning and Teaching with Technology, (Feb 2002). Focus Issue: Teaching Children
Mathematics, 8(6). Articles and Chapters in Books: *Ainley, J., Bills, L., & Wilson, K. (2005). Designing
spreadsheet-based tasks for purposeful algebra. International Journal of
Computers for Mathematical Learning, 10, 191-215. Ainley, J., Barton, B., Jones, K., Pfannkuch,
M., & Thomas, M. (2001). Is what you see what you get?
Representations, metaphors and tools in mathematics didactics. Paper
presented at the European Research in Mathematics Education II, Artigue, M. (2002). Learning mathematics in a CAS
environment: The genesis of a reflection about instrumentation and the
dialectics between technical and conceptual work. International Journal of
Computers for Mathematical Learning, 7, 245-274. Artigue, M. (2000). Instrumentation issues and the
integration of computer technologies into secondary mathematics teaching. In Proceedings
of the Annual Meeting of the GDM. Cairncross, S., & Waugh, S. (2005). Involving
preschoolers in design of interactive multimedia for learning: An
activity-driven approach. In P. Kommers & G.
Richards (Eds.), Proceedings of the ED-MEDIA 2005 Conference (World
Conference on Educational Multimedia, Hypermedia, and Telecommunications),
June 2005. (pp. 1117-1124). Chen, S., Frempong, G., & Cudmore, W.
C. (2006). Gesture friendly Interfaces for classroom teaching with thinking
tools. Paper presented at the World Computer Congress – 1st IFIP
International Conference on Education for the 21st Century – Impact of ICT
and Digital Resources, Clements, D. H., & Sarama, J. (2002).
The role of technology in early childhood learning. Teaching Children
Mathematics, 8(6), 340-343. *Clements, D. H. (2002). Computers in early childhood mathematics. Contemporary
Issues in Early Childhood, 3(2), 161 - 181. De Castell, S., & Jenson, J. (2003).
Serious play: Curriculum for a post-talk era. Journal of the Canadian
Association for Curriculum Studies, 1(1), 47-52. Dietrich, C. H.,
Litchfield, D. C., & Goldenheim, D. A. (1997). *Drier, H. S., 6(6), 358-363. (2000). Investigating mathematics as a
community of learners. Teaching Children Mathematics, Focus Issue:
Children as Mathematicians, 6(6), 358-363. Friedman, J. S.,
& diSessa, A. A. (1999). What students hsould know about
technology: The case of scientific visualization. Journal of Science
Education and Technology, 8(3), 175-195. *Gadanidis, G., Sedig,
K., & Liang, H.-N. (2004). Designing online mathematical investigation. Journal
of Computers in Mathematics and Science Teaching, 23(3), 273-296. Garofalo, J., Drier, H., Harper, S., Timmerman, M. A., & Shockey, T. (2000). Promoting appropriate uses of
technology in mathematics teacher preparation. Contemporary Issues in
Technology and Teacher Education, 1(1), 66-88. *Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on
technology mediated learning in secondary school mathematics classrooms. Journal
of Mathematical Behavior, 22, 73-89. *Goos, M. (2005). A sociocultural
analysis of the development of pre-service and beginning teachers'
pedagogical identities as users of technology. Journal of Mathematics
Teacher Education, 8, 35-59. *Hadas, N., Hershkowitz, R.,
& Schwarz, B. B. (2000). The role of contradiction and uncertainty in
promoting the need to prove in dynamic geometry environments. Educational
Studies in Mathematics, 44(127-150). Hadas,
N., Hershkowitz, R., & Schwarz, B. B. (2002).
Analyses of activity design in geometry in the light of student actions. Canadian
Journal of Science, Mathematics and Technology Education, 2(4), 529-552. *Healy, L., & Hoyles, C. (2001). Software tools for geometrical problem
solving: Potentials and pitfalls. International Journal of Computers for
Mathematical Learrning, 6, 235-256. *Hegedus, S., & Kaput, J. J. (2002). Exploring the
phenomenon of classroom connectivity. In D. Mewborn
et al (Ed.), Proceedings of the 24th Annual Meeting of the North American
Chapter of the International Group for the Psychology of Mathematics
Education (Vol. 1, pp. 422-432). *Hollebrands, K. F. (2003). High school
students' understandings of geometric transformations in the context of a
technological environment. Mathematical Behavior, 22, 55-72. Hoyles,
C., & Noss, R. (2003). What can digital
technologies take from and bring to research in mathematics education? In A.
J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick & F. K. S. Leung
(Eds.), Second International Handbook of Mathematics Education (pp.
323-349). Jones, K. (2000).
Providing a foundation for deductive reasoning: Students' interpretations
when using dynamic geometry software and their evolving mathematical
explanations. Educational Studies in Mathematics, 44, 55-85. *Kaput, J. J.
(2004). Technology becoming infrastructural in mathematics (Plenary
talk delivered at ICME 10). Kaput, J. (2000).
Implications of the shift from isolated, expensive technology to connected,
inexpensive, diverse and ubiquitous technologies. In M. O. J. Thomas (Ed.), Proceedings
of the TIME 2000: An International Conference on Technology in Mathematics
Education (pp. 1-24). *Laborde, C. (2001). Integration of
technology in the design of geometry tasks with Cabri-Geometry.
International Journal of Computers for Mathematical Learning, 6,
283-317. Lester, J. (2000).
Designing interactive mathematics. In W.-C. Yang, S.-C. Chu & J.-C. Chuan
(Eds.), ATCM 2000, Proceedings of the Fifth Asian Technology Conference in
Mathematics. *Monaghan, J. (2004). Teachers' activities in technology-based
mathematics lessons. International Journal of Computers for Mathematical
Learning, 9, 327-357. *Page, M. S. (2002). Technology-enriched classrooms: Effects on
students of low socioeconomic status. Journal of Research on Technology in
Education, 34(4), 389-409. Parnafes, O., & diSessa, A.
A. (2004). Relations between types of reasoning and computational represetntations. International Journal of Computers
for Mathematical Learning, 9, 251-280. *Pijls, M., Dekker, R., & Van Hout-Wolters,
B. (2003). Mathematical level raising through
collaborative investigations with the computer. International Journal of
Computers for Mathematical Learning, 8, 191-213. *Radford, L.,
Demers, S., Guzman, J., & Cerulli, M. (2003).
Calculators, graphs, gestures and the production of meaning. In N. A. Pateman, B. J. Dougherty & J. T. Zilliox
(Eds.), Proceedings of the 27th Conference of the International Group for
the Psychology of Mathematics Education held jointly with the 25th Conference
of PME-NA (Vol. 4, pp. 55-62). *Ruthven, K. (1999). The pedagogy of calculator use. In Ruthven, K. (2002).
Instrumenting mathematical activity: Reflections on
key studies of the educational use of computer algebra systems. International
Journal of Computers for Mathematical Learning, 7, 275-291. Ruthven, K.,
Hennessy, S., & Deaney, R. (2005).
Incorporating Internet resources into classroom practice: Pedagogical
perspectives and strategies of secondary-school subject teachers. Computers
and Education, 44, 1-34. Sedig, K., Rowhani, S., Morey,
J., & Liang, H.-N. (2003). Application of information visualization
techniques to the design of a mathematical mindtool:
a usability study. Information Visualization, 2, 142-159. Sinclair,
M. (2005) Using technology in the junior grades. OAME Gazette, 33(4), 30-34.
Sinclair, M. P. (2005) Peer Interactions in a lab:
Reflections on results of a case study involving web-based dynamic geometry
sketches. Journal of Mathematical
Behavior 24(1), 89-107. Sinclair, M.P. (2004). Complexity theory and the
mathematics lab-classroom. Complicity: An International Journal of
Complexity in Education, 1(1),
57-72. Sinclair, M. (2004). Working with accurate
representations: The case of pre-constructed dynamic geometry sketches, Journal of Computers in Mathematics and
Science Teaching, 23(2), 191-208. Sinclair, M. P. (2003). Some implications of the
results of a case study for the design of pre-constructed, dynamic geometry
sketches and accompanying materials. Educational Studies in Mathematics,
52 (3), 289 – 317. Sinclair, M., de Bruyn, Y., Hanna, G., &
Harrison, P. (2004). [Review] Cinderella and The Geometer's Sketchpad. Canadian
Journal of Science, Mathematics and Technology Education, 4(3), 423-438. *Sutherland, R.,
& Balacheff, N. (1999). Didactical complexity
of computational environments for the learning of mathematics. International
journal of computers for mathematical learning, 4, 1-26. Sutherland, R., & Rojano, T. (1993). A
Spreadsheet Approach to Solving Algebra Problems. Journal of Mathematical Behaviour, 12(4), 353-383. *Zuccheri, L. (2003, Feb 28-March 3). Problems arising
in teachers' education in the use of didactical tools. Paper presented at
the European Research in Mathematics III Conference, Group 9, |
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