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Developing Technology-Mediated Entries into Hidden Mathematics Curriculum as a Vehicle for “Good Learning” by Elementary Pre-Teachers
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, , State University of New York College at Potsdam, United States

JCMST Volume 23, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

This paper suggests that knowledge of the school mathematics curriculum, as one of the key components of teachers' education, can be extended to include concepts and structures that generally belong to hidden domains of the curriculum. Motivated by work done with elementary pre-service teachers in a mathematics course employing a hidden mathematics curriculum framework (Abramovich & Brouwer, 2003a), this paper shows how computing technology, including The Geometer's Sketchpad and spreadsheet environments, facili- tate the development of entries into advanced mathematical ideas dealing with the partition of unit (Egyptian) fractions. The combination of Freudenthal's pedagogy of learning mathematics as advancement of the culture of mankind and Vygotskian theory of learning in a social context provides theoretical underpinning for this framework.

Citation

Abramovich, S. & Brouwer, P. (2004). Developing Technology-Mediated Entries into Hidden Mathematics Curriculum as a Vehicle for “Good Learning” by Elementary Pre-Teachers. Journal of Computers in Mathematics and Science Teaching, 23(3), 299-322. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved June 1, 2023 from .

© 2004 Association for the Advancement of Computing in Education (AACE)

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