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This ebook contributes to either mathematical challenge fixing and the verbal exchange of arithmetic via scholars, and the function of private and residential applied sciences in studying past institution. It does this through reporting on significant effects and implications of the Problem@Web undertaking that investigated childrens’ mathematical challenge fixing and, specifically, their use of electronic applied sciences in tackling, and speaking the result of their challenge fixing, in environments past university. The publication has focuses: Mathematical challenge fixing talents and methods, different types of representing and expressing mathematical pondering, technological-based suggestions; and scholars´ and academics´ views on arithmetic studying, specifically college in comparison to beyond-school mathematics.
Read Online or Download Youngsters Solving Mathematical Problems with Technology: The Results and Implications of the Problem@Web Project PDF
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Extra info for Youngsters Solving Mathematical Problems with Technology: The Results and Implications of the Problem@Web Project
1 From the Use of Paper and Pencil to Writing with Word and Excel Participation in the SUB12 and SUB14 competitions was carried out, as we have seen, through written communication. This communication required that participants made a considerable effort to convey all the mathematical reasoning involved in solving the problems that were posed. Mathematical written communication goes far beyond writing numbers, symbols and mathematical operations. Although many studies show that the prevailing view about mathematics and mathematical communication is based on numbers and formulas (Shield & Galbraith, 1998), participants in these competitions frequently also make use of images, diagrams, tables, etc.
So far, research has not been able to say in detail exactly what difference the use of technology can make in effective learning. There are results suggesting that it is how the technology is used that is more important than what technology is used. In taking forwards the research, Higgins, Xiao and Katsipataki (2012) consider that it is vital to understand better what makes a particular use of technology really decisive for the success of learning, arguing that it is important to look closely at promising uses of technology by youngsters: We need to know more about where and how it [the technology] is used to greatest effect, then investigate to see if this information can be used to help improve learning in other contexts.
7 Concluding Comments 17 The encoding of the data is extremely important in qualitative content analysis, where coding is usually considered as a conceptual device. Some encoding techniques involve integrating data-driven codes with theory-driven ones (Fereday & Muir-Cochrane, 2006). Conducting a data-driven encoding entails a form of pattern recognition within the data, where emerging themes become the categories for analysis. In contrast, theory-driven coding is based on a preliminary set of categories developed a priori, based on the research question and the theoretical framework.