Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences

Theodosia Prodromou; Zsolt Lavicza

doi:doi:10.11648/j.edu.20150404.16

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Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences

Theodosia Prodromou, Zsolt Lavicza

Published in Education Journal (Volume 4, Issue 4)

Received: 25 June 2015 Accepted: 7 July 2015 Published: 16 July 2015

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Abstract

This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.

Published in	Education Journal (Volume 4, Issue 4)
DOI	10.11648/j.edu.20150404.16
Page(s)	175-181
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Technology-Supported, Mathematics Lessons, STEM Education, GeoGebra, GEOMATECH, Digital Worksheets

References

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[2]	Lavicza, Z., Hohenwarter, M., & Lu, Y. W. (2009b). Establishing a professional development network: working with GeoGebra. Project report for the National Centre for Excellence in the Teaching of Mathematics, London, UK.
[3]	Clark-Wilson, A., Aldon, G., Cusi, A., Goos, M., Haspekian, M., Robutti, O., & Thomas, M. (2014). The challenges of teaching mathematics with digital technologies-the evolving role of the teacher. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting 1 – 87 of PME 38 and PME-NA 36, Vol. 1, pp. 87-116. Vancouver, Canada: PME.
[4]	Hong,Y.Y., & Thomas, M. O. J. (2006). Factors influencing teacher integration of graphic calculators in teaching. In Proceedings of the 11th Asian Technology Conference in Mathematics (pp. 234-243). Hong Kong: Asian Technology Conference in Mathematics.
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[6]	Ruthven, K. (2014), Frameworks for Analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development (pp. 373-394). Dordrecht: Springer.
[7]	Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about of a reflection about instrumentation and the dialectics betweem technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274, doi:10.1032/A:1022103903080.
[8]	Trouche, L. (2005). Instrumental genesis, individual and social aspects. In D. Guin, K. Ruthven, & L. Trouche (Eds.). The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. 197-230). New York: Springer.
[9]	Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, pp. 1-22, doi: 10.1007/s10649-010-9254-5.
[10]	Aldon, G., Arzarello, F., Cusi, A., Garuti, R., Martignone, F., Robutti, O., et al. (2013). The MetaDidactical Transposition: a model for analysisng teachers education programmes. In L.A.M., & A. Heinze (Eds.), Proceedings of PME 37 (Vol. 1, pp. 97-124), Kiel, Germany: PME.
[11]	Arzarello, F., Robutti, O., Sabena, C., Cusi, A., Garuti, R., Malara, N., et al. (2014). Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development (pp. 347-372). Dordrecht: Springer.
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[14]	Jones, K., Lavicza, Z., Hohenwarter, M., Lu, A., Dawes, M., Parish, A. & Borcherds, M. (2009). Establishing a professional development network to support teachers using dynamic mathematics software GeoGebra, Proceedings of the British Society for Research into Learning Mathematics, 29(1), 97-102.
[15]	Prodromou, T., Lavicza, Z., & Koren, B. (in press). Increasing students’ involvement in technology-supported mathematics lesson sequences. The International journal for technology in mathematics education, 22(4).
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APA Style

Theodosia Prodromou, Zsolt Lavicza. (2015). Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences. Education Journal, 4(4), 175-181. https://doi.org/10.11648/j.edu.20150404.16

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ACS Style

Theodosia Prodromou; Zsolt Lavicza. Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences. Educ. J. 2015, 4(4), 175-181. doi: 10.11648/j.edu.20150404.16

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AMA Style

Theodosia Prodromou, Zsolt Lavicza. Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences. Educ J. 2015;4(4):175-181. doi: 10.11648/j.edu.20150404.16

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@article{10.11648/j.edu.20150404.16,
  author = {Theodosia Prodromou and Zsolt Lavicza},
  title = {Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences},
  journal = {Education Journal},
  volume = {4},
  number = {4},
  pages = {175-181},
  doi = {10.11648/j.edu.20150404.16},
  url = {https://doi.org/10.11648/j.edu.20150404.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150404.16},
  abstract = {This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.},
 year = {2015}
}

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TY  - JOUR
T1  - Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences
AU  - Theodosia Prodromou
AU  - Zsolt Lavicza
Y1  - 2015/07/16
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150404.16
DO  - 10.11648/j.edu.20150404.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 175
EP  - 181
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150404.16
AB  - This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.
VL  - 4
IS  - 4
ER  -

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Author Information

Theodosia Prodromou

School of Education, University of New England, Armidale, Australia
Zsolt Lavicza

Faculty of Education , Cambridge University, Cambridge, United Kingdom

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Theodosia Prodromou, Zsolt Lavicza. (2015). Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences. Education Journal, 4(4), 175-181. https://doi.org/10.11648/j.edu.20150404.16

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ACS Style

Theodosia Prodromou; Zsolt Lavicza. Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences. Educ. J. 2015, 4(4), 175-181. doi: 10.11648/j.edu.20150404.16

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AMA Style

Theodosia Prodromou, Zsolt Lavicza. Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences. Educ J. 2015;4(4):175-181. doi: 10.11648/j.edu.20150404.16

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@article{10.11648/j.edu.20150404.16,
  author = {Theodosia Prodromou and Zsolt Lavicza},
  title = {Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences},
  journal = {Education Journal},
  volume = {4},
  number = {4},
  pages = {175-181},
  doi = {10.11648/j.edu.20150404.16},
  url = {https://doi.org/10.11648/j.edu.20150404.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150404.16},
  abstract = {This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences
AU  - Theodosia Prodromou
AU  - Zsolt Lavicza
Y1  - 2015/07/16
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150404.16
DO  - 10.11648/j.edu.20150404.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 175
EP  - 181
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150404.16
AB  - This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.
VL  - 4
IS  - 4
ER  -

Copy | Download