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A multiple-perspective analysis of learning in the presence of technology

Forster, P.A. and Taylor, P.C. (2000) A multiple-perspective analysis of learning in the presence of technology. Educational Studies in Mathematics, 42 (1). pp. 35-59.

Link to Published Version: https://doi.org/10.1023/A:1004053819533
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Abstract

This paper presents an inquiry into students' conceptual development of a graphics calculator function for direction. The focus is primarily on one student. Her understanding is seen to be constituted and evidenced by her actions, including writing, frequent conversations with a peer, occasional contributions to class discussion and sustained use of her graphics calculator. The analysis is in terms of reflective thinking and reflexive enculturation, operational and structural understanding, and situated abstraction. Tracking the dynamics of students' learning over one month led us to explore a range of issues associated with technology-based learning and to the conclusion that, in accordance with the literature, a key aspect of long-term mathematical advancement, with or without the presence of technology, is reflection on prior activities.

Publication Type: Journal Article
Publisher: Kluwer Academic Publishers
Copyright: © 2000 Kluwer Academic Publishers
URI: http://researchrepository.murdoch.edu.au/id/eprint/36876
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