You are here:

Didactical Aspects of Using Technology for Problem Posing in Mathematics Teacher Education
PROCEEDINGS

, , State University of New York at Potsdam, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

This paper introduces and explores the notion of didactical coherence in technology-enhanced mathematical problem posing. The authors argue that problem posing in a technological paradigm cannot be adequately understood without attending to this notion. The paper is based on the work done with prospective elementary teachers enrolled in a mathematics content course.

Citation

Abramovich, S. & Cho, E.K. (2007). Didactical Aspects of Using Technology for Problem Posing in Mathematics Teacher Education. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3208-3210). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 29, 2023 from .

References

View References & Citations Map
  1. Abramovich, S., & Cho, E.K. (2006). Technology as a medium for elementary pre-teachers’ problem posing experience in mathematics. Journal of Computers in Mathematics and Science Teaching, 25 (4), 309-323.
  2. National Council of Teachers of Mathematics. (1991). Professional Standards for Teaching Mathematics. Reston, VA: Author.
  3. Vergnaud, G. (1982). Cognitive and development psychology research on mathematics education: some theoretical and methodological issues. For the Learning of Mathematics, 3 (2), 31-41.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References