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Variation in Semiotic Mediation across Face-to-Face and Computer-Based Secondary School Mathematics Lessons in a School in the Western Cape Province of South Africa
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Spencer-Smith, Garth; Hardman, Joanne – Computers in the Schools, 2022
This study, conducted in one high-achieving secondary school in a disadvantaged area in the Western Cape province of South Africa, asks whether mathematics teachers alter their "talk" across the face-to-face and computer-based lessons. Data were gathered through video recordings of teacher/student interactions across ten face-to-face and…
Descriptors: Foreign Countries, High Achievement, Secondary Schools, Disadvantaged Schools
Linear Algebra Students' Understanding of Similar Matrices and Matrix Representations of Linear Transformations in a MATLAB-Assisted Learning Environment
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Caglayan, Günhan – Computers in the Schools, 2018
The purpose of this research study was to understand how mathematics majors make sense of similar matrices, a linear algebra topic that is rich in internal and external connections, in a series of in-depth qualitative interviews in a technology-assisted (MATLAB) learning environment. The study was also an attempt to develop a cognitive theory in…
Descriptors: College Students, College Mathematics, Mathematics Education, Majors (Students)
Inquiry-Based Lessons that Integrate Technology: Their Development and Evaluation in Elementary Mathematics Teacher Education
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Wentworth, Nancy; Monroe, Eula E. – Computers in the Schools, 2011
Technology-enhanced mathematics tasks were introduced to elementary pre-service candidates (n = 84) and in-service teachers (n = 38), who then, either in partners or small groups, created and taught inquiry-based lessons incorporating technology, with individual reflections. The lessons were coded using the following criteria: (a) The students…
Descriptors: Technology Integration, Educational Technology, Mathematics Instruction, Inquiry