Researching principles of lesson design to realize the pedagogical opportunities of mathematics analysis software

• Robyn Pierce ^[1] ; Kaye Stacey ^[1]
  1. [1] University of Melbourne

     University of Melbourne

     Australia

     
• Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 28, Nº. 4, 2009, págs. 228-233
• Idioma: inglés
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• Resumen

  • Taking advantage of pedagogical opportunities afforded by new technology requires appropriately designed lessons. This article reports on the use of ‘lesson study’ to research principles for the design of a lesson aiming to take advantage of multiple representations. The lesson, for year 10 students who had personal access to TI-Nspire, focused on quadratic functions. Following observation of nine different classes and teachers, four key principles emerged: focus on the main goal for that lesson (despite the possibilities offered by having many representations available); identify different purposes for using different representations to maintain engagement; establish naming protocols for variables that are treated differently when working with pen and paper and within a machine; and reduce any sources of cognitive load that are not essential.