Ubiquitous Computing Environments And Mathematics Discourse: Differential Approaches By Teachers

• In Event: Examining Teachers’ Intentions and Practices When Integrating Technologies

Abstract

Three different teachers at schools implementing ubiquitous (1:1) computing programs, and using The Geometer’s Sketchpad in high school geometry classes, were analyzed to examine how the patterns, types, and modes of mathematical discourse differed when technology was used. The patterns, types, and modes of mathematical discourse differed between the three teachers and when they were and were not using technology. For two of the teachers, the mathematical discourse modes appeared to shift when technology was used but the types of mathematical discourse did not. The teacher with the least experience with technology showed little difference in discourse characteristics with and without technology.

Authors

• Eric N. Wiebe, North Carolina State University

• Karen Hollebrands

• Lindsay Patterson, North Carolina State University

• Charity Cayton, North Carolina State University