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8:35 – 9:05 am |
Session 8 – Contributed
Reports |
Marquis A |
Developmental mathematics studentsŐ use of representations
to describe the intercepts of linear functions. Anne Cawley This
paper reports findings from a pilot study that investigated the way that six
college students enrolled in a developmental workshop worked through a task
of nine problems on linear functions. Specifically, I investigated two aspects,
the order that students completed the problems and what sources of
information the students used to find the requested features, and also the
types of representations (symbolic, graphical, or numerical) students used to
describe the intercepts of the function. Findings suggest that students have
an overwhelming reliance on the graph of the linear function and that there
is variation in the number of representations used to describe the intercepts
(Single, Transitional, and Multi Users). Because the graphical representation
is a preferred representation, it may be wise to build student knowledge from
this representation, making connections to other representations. This study
contributes to understanding the mathematical knowledge that developmental mathematics
students bring to the classroom. 24 |
Marquis B |
A case study of a mathematic teacher educatorŐs use of
technology Kevin Laforest The
use of technology in mathematics classrooms remains an important focus in
mathematics education due to the proliferation of technology in society and a
lag in the implementation of technology in classrooms. In this paper, I
present data from clinical interviews with a mathematics teacher educator
(MTE) and observations from that MTEŐs class in order to discuss his use of
technology. Specifically, I describe three themes that emerged from the MTEŐs
technology use and how they relate to his epistemological stance. These
themes are: (a) his developing a classroom environment around the use of
technology, (b) technology providing a precise and dynamic environment, and
(c) his using technology to help engender studentsŐ mental imagery. Finally,
I discuss how the ideas emerging from this paper can be helpful for the
mathematics education community. 72 |
Marquis C |
Example construction in the transition-to-proof classroom Sarah Hanusch Accurately
constructing examples and counterexamples is an important component of
learning how to write proofs. This study investigates how one instructor of a
transition-to-proof course taught students to construct examples, and how her
students reacted to the instruction. 100 |