Search results for author:"Stephen J. Hegedus"
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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...
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 ...
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...