Abstract
We designed and developed the SimCalc software using technological affordances as a way to introduce new mathematical affordances into the classroom. This view was especially advantageous as available technology changed significantly during SimCalc’s development cycle. Driven by observations and opportunities, we frequently modified our software according to our changing understanding. In this chapter, we describe the rationale for changes to the software by looking at decisions that resulted in significant modifications; we examine how our work on this software altered our view of the learning affordances SimCalc provides. Our examples are within three main areas of research: Representational Infrastructures to support mathematically meaningful representations, Activity Structures (some that guided design and some that emerged from new affordances), and Classroom Connectivity which offered new forms of student participation. These and other decisions extend SimCalc beyond the development cycle, allowing it to continue to be useful to its existing base of users and extending its reach to a wider variety of students around the world.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
PI: Kaput, J. (2000–2003). Understanding classroom interactions among diverse, connected classroom technologies. REC-0087771.
- 2.
PI: Kaput, J. & Hegedus, S. (2004–2009). Representation, participation and teaching in connected classrooms. REC-0337710.
- 3.
PI: Hegedus, S. (2007–2012). Democratizing access to core mathematics across grades 9–12. #R305B070430.
References
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: on procedures, principles and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: new environments for education (pp. 289–325). Hillsdale: Erlbaum.
Dalton, S., Hegedus, S., Brookstein, A., Tapper, J., & Moniz, R. (2011). Measuring learning in SimCalc Algebra 1 classrooms. Technical report #3, Fairhaven: Kaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth.
Hegedus, S., & Moreno-Armella, L. (2010). Accommodating the instrumental genesis framework within dynamic technological environments. For the Learning of Mathematics, 30(1), 26–31.
Hegedus, S., & Penuel, W. (2008). Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures. Educational Studies in Mathematics, 68(2), 171–183.
Kaput, J. (1994). Democratizing access to calculus: new routes to old roots. In A. Schoenfeld (Ed.), Mathematical thinking and problem-solving (pp. 77–156). Hillsdale: Erlbaum.
Olive, J., & Lobato, J. (2008). The learning of rational number concepts using technology. In M. K. Heid & G. W. Blume (Eds.), Research on technology and the teaching and learning of mathematics: research Syntheses (Vol. 1, pp. 1–53). Charlotte: Information Age Publishing.
Roschelle, J., Kaput, J., & DeLaura, R. (1996). Scriptable applications: implementing open architectures in learning technology. In P. Carlson & F. Makedon (Eds.), Proceedings of Ed-Media 96: world conference on educational multi-media and hypermedia (pp. 599–604). Charlottesville: American Association of Computers in Education.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Burke, J., Hegedus, S., Robidoux, R. (2013). Reflections on Significant Developments in Designing SimCalc Software. In: Hegedus, S., Roschelle, J. (eds) The SimCalc Vision and Contributions. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5696-0_5
Download citation
DOI: https://doi.org/10.1007/978-94-007-5696-0_5
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-5695-3
Online ISBN: 978-94-007-5696-0
eBook Packages: Mathematics and StatisticsMathematics and Statistics (R0)