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Constructivism and SSDMA as basis for technology use in mathematics teacher education.
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, Southern Utah University, United States ; , University of Houston, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper further investigates two models of teaching/learning mathematics that have proven effective using enhanced instructional technology. The first, cognitive constructivism is based upon the work of Cornu and Dubinsky (1989) and Connell (1995) and should be familiar to the SITE audience from previous papers and editorial comments. The second, Step by Step Development of Mental Activities (SSDMA), as interpreted by Bouniaev, comes from the Russian psychological theories of Galperin & Talizyna (1979). Upon a close examination of these two theoretical backgrounds some fascinating similarities emerge – when viewed from mathematics education. Of particular interest these similarities do not emerge until technology is brought into the picture. Technology will be shown to play an integral role in facilitating the ongoing construction of meaning within both theories.

Citation

Bouniaev, M. & Connell, M.L. (1999). Constructivism and SSDMA as basis for technology use in mathematics teacher education. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 940-944). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 26, 2020 from .

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