The aim of the study is to conceptualize the technology-aided mathematical modelling process in the frame of cognitive modelling perspective. The grounded theory approach was adopted in the study. The research was conducted with seven groups consisting of nineteen prospective mathematics teachers. The data were collected from the video records of…

Studies on blended education pay little attention to implementation, thus limiting the understanding of how such programs contribute to student math learning. This article examines the implementation of a widely used blended algebra curriculum and the relationship between implementation and student outcomes. The study was conducted in 74 middle…

This study investigated the impact of a dynamic geometry (DG)-centered teacher professional development program on high school geometry teachers' content knowledge and their students' geometry learning. 64 geometry teachers were randomly assigned to an experimental (DG) group and a control group. Both groups received appropriate and relevant…

We report on two large studies conducted in advanced algebra classrooms in the US, which evaluated the effect of replacing traditional algebra 2 curriculum with an integrated suite of dynamic interactive software, wireless networks and technology-enhanced curriculum on student learning. The first study was a cluster randomized trial and the second…

The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare…

In this study the impact of computer immersion on performance of school leavers Senior Certificate mathematics scores was investigated across 31 schools in the EMDC East education district of Cape Town, South Africa by comparing performance between two groups: a control and an experimental group. The experimental group (14 high schools) had access…

In teaching geometry, most instructors opt for direct demonstration with detailed explanations; however, under this kind of instruction students face considerable difficulties in the development of the reasoning skills required to deal with problems of a geometric nature. This study adopted a nonequivalent pretest-postest quasi-experimental design…

Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students' mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a…

Studies incorporating technology into the teaching of trigonometry, although sparse, have demonstrated positive effects on student achievement. The optimal sequence for integrating technology with teacher-led mathematics instruction has not been determined. Our research investigated whether technology has a greater impact on student achievement…

This study investigated the geometric cognitive growth of pre-service mathematics teachers in terms of the Van Hiele levels in a technology-enriched environment, as opposed to that of students in a learning environment without any technological enhancements. In order to investigate this, a quasi-experimental non-equivalent comparison group design…

The project reported here is conducting repeated randomized control trials of an approach to high school geometry that utilizes Dynamic Geometry (DG) software to supplement ordinary instructional practices. It compares effects of that intervention with standard instruction that does not make use of computer drawing/exploration tools. The basic…

This article focuses on the cognitive factors that impact on students in the middle school years experiencing learning difficulties in basic mathematics. It begins with a review of selected literature providing information about the learning difficulties in mathematics. Focus then shifts to an implementation of the "Quicksmart"…

In this study, I present an analysis of high school geometry curricula regarding mathematical proof opportunities. I examined eight U.S. high school level geometry textbooks, which were categorized into three main groups: technology-intensive, standards-based, and traditional curricula. I conceptualized "ideal" proving activity combining…

The purpose of this study was to investigate the effect of integrating Microsoft Excel into a high school algebra class. The results indicate a slight increase in student achievement when Excel was used. A teacher-created final exam and two Criterion Referenced Tests measured success. One of the Criterion Referenced Tests indicated that the…