|
Page |
Category |
Week |
Article |
|
Background |
Week 2 |
Cobb, P., Boufi, A., McClain, K. & Whitenack, J. (1997). Reflexive discourse and collective reflection. Journal for Research in Mathematics Education, 28(3), 258-277. |
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|
10 |
Background |
|
Davitt, R. M. (2000). The evolutionary character of mathematics. Mathematics Teacher, 93(8), 692-694 |
|
Graphing |
|
Dugdale, S. (1993). Functions and graphs: Perspectives on student thinking. In T. A. Romberg, E. Fennema, & T. P. Carpenter (Eds.), Integrating research on the graphical representation of functions (pp. 101–130). Hillsdale, NJ: Erlbaum. |
|
|
Graphing |
|
Dugdale, S., Thompson, P. W., et al. (1995). Technology and algebra curriculum reform: Current issues, potential directions, and research questions. Journal of Technology in Mathematics, 14(3), 325-358. |
|
|
47 |
Geometry |
|
Flusser, P. & Francia, G. (2000). Derivation and visualization of the binomial theorem. International Journal of Computers for Mathematical Learning, 5(1), 3-24. |
|
58 |
Geometry |
Week 4 |
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(1-2), 127-150. |
|
Background |
Week 1 |
Hativa, N. (1988). Sigal's ineffective computer-based practice of arithmetic: A case study. Journal for Research in Mathematics Education, 19(3), 195–214. |
|
|
93 |
Geometry |
Week 4 |
Healy, L. & Hoyles, C. (2001). Software tools for geometrical problem solving: Potentials and pitfalls. International Journal of Computers for Mathematical Learning, 6(3), 235-256. |
|
Geometry |
Week 3 |
Mariotti, M. A. (2000). Introduction to proof: The mediation of a dynamic software environment. Educational Studies in Mathematics, 44(1-2), 25-53. |
|
|
132 |
Graphing |
|
O'Callaghan, B. R. (1998). Computer-intensive algebra and students' conceptual knowledge of functions. Journal for Research in Mathematics Education, 29(1), 21-40. |
|
143 |
Background |
|
Povey, H. & Ransom, M. (2000). Some undergraduate students' perception of using technology for mathematics: Tales of resistance. International Journal of Computers for Mathematical Learning, 5(1), 47-63. |
|
Geometry |
Week 3 |
Santos-Trigo, M. & Diaz-Barriga, E. (2000). Posing questions from proposed problems: Using technology to enhance mathematical problem solving. Mathematics Teacher, 93(7), 578-580. |
|
|
154 |
Background |
|
Schultz, J. E. & Waters, M. S. (2000). Discuss with your colleagues: Why representations? Mathematics Teacher, 93(6), 448-453. |
|
Background |
Week 1 |
Thompson, A. G., Philipp, R. A., Thompson, P. W., & Boyd, B. A. (1994). Calculational and conceptual orientations in teaching mathematics. In A. Coxford (Ed.), 1994 Yearbook of the NCTM (pp. 79–92). Reston, VA: NCTM. |
|
|
175 |
Background |
|
Thompson, P. W. (1994). Concrete materials and teaching for mathematical understanding. Arithmetic Teacher, 41(9), 556–558. |
|
Background |
Week 2 |
Wertsch, J. V. & Toma, C. Discourse and learning in the classroom: A sociocultural approach. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 159-174). Hillsdale, NJ: Erlbaum. |
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|
Background |
Week 1 |
Yackel, E. & Cobb, P. (1995). Classroom sociomathematical norms and intellectual autonomy. In L. Meira & D. Carraher (Eds.), Proceedings of the 19th International Conference for the Psychology of Mathematics Education (Vol 3, 264-272). Recife, Brazil: PME. |