Toolkit Approach to Using Spreadsheets in Secondary
Sergei Abramovich, Andrew Brantlinger, University of Illinois at Chicago
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
One of the central tenets of the current reform movement in mathematics teacher education is that the appropriate use of the tools of technology is integral to teaching and learning mathematics at all grade levels. A major force in this reform, the National Council of Teachers of Mathematics (NCTM), places a high priority on the development and implementation of instructional materials that capitalize on the unique power of these technological tools (National Council of Teachers of Mathematics, 1991). As far as secondary school mathematics is concerned, the NCTM’s Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989) highlights the importance of introducing students to new concepts, such as infinite processes, through extending their knowledge of the properties of functions and algebraic equations. The Standards, however, do not provide specific suggestions about how to accomplish the desired outcomes using the unique power of computing technology. This suggests that secondary mathematics teacher education courses should foster the ability of prospective teachers to design technology-integrated lessons that focus on the development of new modes of thinking through exploring familiar concepts.
Abramovich, S. & Brantlinger, A. (1998). Toolkit Approach to Using Spreadsheets in Secondary. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 585-589). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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Anderson Norton, The Univ. of Georgia, United States; Sergei Abramovich, State Univ. of New York Potsdam, United States
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1379–1384
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