Lynda Ball

The design of lessons using mathematics analysis software to support multiple representations in secondary school mathematics

Current technologies incorporating sophisticated mathematical analysis software (calculation, graphing, dynamic geometry, tables, and more) provide easy access to multiple representations of mathematical problems. Realising the affordances of such technology for students’ learning requires carefully designed lessons. This paper reports on design research conducted with nine teachers in nine classes across two schools. The lesson came at the end of their study of quadratic functions (Year 10). Technology offered the ability to link representations and the teaching challenge was to use this ability effectively. Four issues emerged: variable naming; reducing cognitive load; maintaining motivation; and retaining a clear learning focus.

Uses of technology in lower secondary mathematics education : a concise topical survey

This topical survey establishes an overview of the current state of the art in technology use in mathematics education from an international perspective, including both practice-oriented experiences and research-based evidence. Three themes are discussed: Evidence for effect; Digital assessment; Communication and collaboration. Exploiting the opportunities provided by technology for teaching and learning requires a rethinking of educational paradigms and strategies. In the context of lower secondary mathematics, mathematical knowledge has the potential to be outsourced to powerful technologies, which challenges current curricula goals and teaching and assessment practices. We predict future possible trends in technology-rich mathematics education and provide a research agenda, looking forward to a position of effective integration of technology to support mathematics teaching and learning in lower secondary.

Researchers and teachers working together to deal with the issues, opportunities and challenges of implementing CAS into the senior secondary mathematics classroom

Introducing CAS calculators into the mathematics classroom has the potential to confront classroom practice more than the introduction of graphics calculators. CAS calculators are capable of performing many of the routine procedures that are taught in the secondary school curriculum and having CAS calculators available in the classroom has implications for pedagogy, interactions in the classroom and practice of routine procedures. This paper will describe the way that the researchers and a group of teachers in three schools worked together to deal with issues and opportunities associated with the implementation of CAS calculators into the year 11 and 12 curriculum during 2001 and 2002 in Victoria, Australia.

Communication When Learning and Teaching Mathematics with Technology

In this chapter the role of technology in supporting interactions between students, between students and teachers and between students and technology is investigated. The way that interactions in the presence of technology support the development of different types of mathematical knowledge—conceptual, procedural and metacognitive knowledge—is also considered. These considerations led to our investigation of different types of technology specific to mathematics education and the type of communication supported by these technologies. We developed the distinction between ‘communication through technology’ (e.g. through use of social networks to work collaboratively on problems), ‘communication with technology’ (e.g. syntax entry to obtain a result), and ‘communication of technology displays’ (e.g. when technology displays are used as a stimulus for communication). Opportunities for the development of students’ knowledge are discussed from the perspectives of the different types of communication and collaboration enabled through the presence of technology in mathematics education.