Search results for author:"Stephen Hegedus"
Total records matched: 13 Search took: 0.112 secs
Global Learn 2019 Attendees: if you are looking for papers from this conference, please use this special attendee-only Global Learn 2019 search
Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education 2002 (2002)
We describe highly generative and affectively powerful classroom activity structures that are made possible by applying new levels of connectivity across diverse hardware platforms. Based on teaching experiments involving core topics in basic...
International Group for the Psychology of Mathematics Education 3 (July 2005) pp. 47–54
We report the findings of an empirical analysis of the performance of a group of middle and high school students before and after an after-school algebra enrichment program using the SimCalc software incorporating classroom networks. The results...
An Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement and Pedagogy
International Group for the Psychology of Mathematics Education 2004 (July 2004)
We present two vignettes of classroom episodes that exemplify new activity structures for introducing core algebra ideas such as linear functions, slope as rate and parametric variation within a new educational technology environment that combines...
For the Learning of Mathematics Vol. 30, No. 1 (2010) pp. 26–31
In certain digital environments, "hot-spots" are key infrastructural pieces that allow the dynamic construction and re-construction of mathematical figures. We shall discuss their existence with respect to what we call user-environment co-actions,...
Exploring How Teacher-Related Factors Relate to Student Achievement in Learning Advanced Algebra in Technology-Enhanced Classrooms
Journal of Mathematics Teacher Education Vol. 19, No. 1 (2016) pp. 7–32
In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc...
Studying New Forms of Participation and Identity in Mathematics Classrooms with Integrated Communication and Representational Infrastructures
Educational Studies in Mathematics Vol. 68, No. 2 (June 2008) pp. 171–183
Wireless networks are fast becoming ubiquitous in all aspects of society and the world economy. We describe a method for studying the impacts of combining such technology with dynamic, representationally-rich mathematics software, particularly on...
International Journal of Designs for Learning Vol. 5, No. 2 (Nov 03, 2014)
Historically, what people can learn is co-determined by the representational infrastructure for knowledge building. When Latin was the required medium of knowledge building, few could engage in scholarly activities; without the change to the...
Educational Studies in Mathematics Vol. 68, No. 2 (June 2008) pp. 99–111
The nature of mathematical reference fields has substantially evolved with the advent of new types of digital technologies enabling students greater access to understanding the use and application of mathematical ideas and procedures. We analyze the ...
International Group for the Psychology of Mathematics Education 4 (July 2005) pp. 71–78
Handheld devices, most familiar to educators today in the form of graphing calculators, are rapidly improving their interface, computational, and communication capabilities. Communication capabilities allow participants to rapidly share mathematical ...
What Happens When the Research Ends? Factors Related to the Sustainability of a Technology-Infused Mathematics Curriculum
Journal of Computers in Mathematics and Science Teaching Vol. 30, No. 4 (October 2011) pp. 329–353
This study examines factors related to the sustainability of SimCalc Mathworlds (SCMW), a technology-infused mathematics curriculum. We surveyed middle school teachers one year after their participation in a randomized trial where they were...
The Impact of Technology-Enhanced Curriculum on Learning Advanced Algebra in US High School Classrooms
Educational Technology Research and Development Vol. 63, No. 2 (April 2015) pp. 203–228
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...
Investigating Why Teachers Reported Continued Use and Sharing of an Educational Innovation after the Research Has Ended
Stephen J. Hegedus; Sara Dalton; Jeremy Roschelle; William Penuel; Margaret Dickey-Kurdziolek; Deborah Tatar
Mathematical Thinking and Learning Vol. 16, No. 4 (2014) pp. 312–333
We investigated prospects for reported sustainable adoption and sharing of an educational innovation through survey research including online questionnaires and telephone interviews. This investigation is part of the Scaling-Up SimCalc experimental...
Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies
Jeremy Roschelle; Nicole Shechtman; Deborah Tatar; Stephen Hegedus; Bill Hopkins; Susan Empson; Jennifer Knudsen; Lawrence P. Gallagher
American Educational Research Journal Vol. 47, No. 4 (December 2010) pp. 833–878
The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated...