Roschelle, J;
Vahey, P;
Hoyles, C;
Noss, RL;
(2013)
Integrating Technology for Deep Mathematics Learning.
Better: Evidence-based Education
, 6
(1)
pp. 16-17.
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Abstract
Technology can help to build conceptual understanding through “dynamic representations”, that is visual models of mathematics concepts. This approach has a strong research basis, with ample evidence of efficacy. But technology is not enough. Some teachers can take the raw technology for dynamic representations and fashion an appropriate sequence of lessons, but most teachers benefit from guidance in using these capabilities to develop student reasoning across a series of lessons.
| Type: | Article |
|---|---|
| Title: | Integrating Technology for Deep Mathematics Learning |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.betterevidence.org/issue-14/integrating... |
| Language: | English |
| Keywords: | Evidence, Learnability |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1475939 |
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