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Mathematics Education Research Journal

, Volume 22, Issue 2, pp 48–68 | Cite as

Cas-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms

  • Vince Geiger
  • Rhonda Faragher
  • Merrilyn Goos
Articles

Abstract

This paper draws on a one year study of three secondary school classrooms to examine the nature of student-student-technology interaction when working in partnership with computer algebra systems (CAS) on mathematical modelling tasks and the classroom affordances and constraints that influence such interaction. The analysis of these data indicates that CAS enabled technologies have a role to play as provocateurs of productive student-student-teacher interaction in both small group and whole class settings. Our research indicates that technologies that incorporate CAS capabilities have the potential to mediate collaborative approaches to mathematical enquiry within life-related mathematical tasks.

Keywords

Mathematics Education Focus Group Interview Mathematics Classroom Computer Algebra System Mathematic Education Research Journal 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Mathematics Education Research Group of Australasia Inc. 2010

Authors and Affiliations

  • Vince Geiger
    • 1
  • Rhonda Faragher
    • 2
  • Merrilyn Goos
    • 3
  1. 1.School of EducationAustralian Catholic UniversityBanyoAustralia
  2. 2.School of EducationAustralian Catholic UniversityCanberra
  3. 3.Teaching and Educational Development InstituteThe University of QueenslandSt Lucia

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