A Taxonomy of Technological Tools for Mathematics Instruction
Article
Terri L. Kurz, California State University, Bakersfield, United States ; James A. Middleton, H. Bahadir Yanik, Arizona State University, United States
CITE Journal Volume 5, Number 2, ISSN 15285804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
The potential to use mathematicsbased software as a tool to enhance student thinking and development is discussed and a taxonomy of tool categories is outlined. Briefly, there are five categories of toolbased mathematics software that can be used fruitfully in a mathematics curriculum: (a) Review and practice; (b) General; (c) Specific; (d) Environments; and (e) Communication tools. A description of the affordances and constraints of the five types of software and how each facilitates different aspects of student learning clarifies the ways in which diverse off the shelf offerings can be used to address the diverse goals of mathematics instruction from building basic skills to mathematical applications in the real world.
Citation
Kurz, T.L., Middleton, J.A. & Yanik, H.B. (2005). A Taxonomy of Technological Tools for Mathematics Instruction. Contemporary Issues in Technology and Teacher Education, 5(2), 123137. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 21, 2019 from https://www.learntechlib.org/primary/p/5678/.
© 2005 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map Akpinar, Y., & Hartley, J. (1996). Designing interactive learning environments. Journal of Computer Assisted Learning , 12, 33 46.
 Barnes, J. (1997). Modeling dynamical systems with spreadsheet software. Mathematics and Computer Education, 31 (1), 43 5 5 .
 Brouwer, P. (19961997). Hold on a minute here: What happened to critical thinking in the information age? Journal of Educational Technology Systems, 25 (2), 189 1 9 7 .
 Cognition and Technology Group at Vanderbilt. (1997). The Jasper project: Lessons in curriculum, instruction, assessment and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.
 Connell, M. (1998). Technology in constructivist mathematics classrooms. Journal of Computers in Mathematics and Science Teaching, 17(4), 311 338.
 Davies, C. (2002). Student engagement with simulations: A case study. Computers and Education, 39 , 2 7 1282.
 Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32 (2), 281 303.
 Drier, H. (2001). Teaching and learning mathematics with interactive spreadsheets. School Science and Mathematics, 10 (4) , 170179 .
 Dugdale, S. (1999). Establishing computers as an optional program solving tool in a nontechnological mathematics context. International Journal of Computers for Mathematical Learning, 4 , 1511 6 7 .
 Flores, A., Knaupp, J., Middleton, J., & Staley, F. (2002). Integration of technology, science, and mathematics in the middle grades: A teacher preparation program.
 Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertextbased instruction. Educational Psychologist, 38(1) , 3341.
 Handal, B., & Herrington, A. (2003). Re examining categories of computerbased learning in mathematics education. Contemporary Issues in Technology and
 Hannafin, R., Burruss, J., & Little, C. (2001). Learning with dynamic geometry programs: Perspectives of teachers and learners. The Journal of Educational Research, 94(3), 132  144.
 Healy, L., & Hoyles, C. (2001). Software tools for geometrical problem solving: Potentials and pitfalls. International Journal of Computers for Mathematical Learning, 6, 235 256.
 Hefzallah, I. (1999). The new educational tech nologies and learning. Springfield, IL: Charles C. Thomas, Publisher.
 Hickey, D. T., Moore, A. L., & Pellegrino, J. W. (2001). The motivational and academic consequences of two innovative mathematics environments: Do curricular innovations and reforms make a difference? American Educational Research Journal, 38(3), 611  652 .
 Hooper, S., & Hokanson, B. (2000). The changing face of knowledge. Social Education, 64 (1), 283 1 .
 Jackiw, N. (1995). The geometer’s sketchpad [Computer software]. Berkeley, CA: Key Curriculum Press.
 Jarvela, S., Bonk, C., & Lehti, E. (1999). A theoretical analysis of social interactions in computerbased learning environments: Evidence for reciprocal understandings. Journal of Educational Computing Research, 21 (3), 363 388.
 Jensen, R., & Williams, B. (1993). Technology: Implications for middle grades
 Jonassen, D., Howland, J., Moore, J., & Marra, R. (1999). Learning to solve problems
 Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 693 719). New York: Macmillan.
 Kurz, T. (2004). Preservice teachers and toolbased mathematics software: Does
 Koedinger, K. R., & Anderson, J. R. (1998). Illustrating principled design: The early evolution of a cognitive tutor for algebra symbolization. Interactive Learning Environments, 5 , 161 180.
 Lajoie, S. (1993). Computing environments as cognitive tools for enhancing learning. In
 Learning Company. (1997). TesselMania deluxe [Computer software]. Minneapolis, MN: Author.
 Levi, I. (1997). A note on using maple to teach linear algebra. Modeling dynamical
 National Council of Teachers of Mathematics. (2002). Principles and standards for school mathematics. Retrieved June 21, 2005, from http://standards.nctm.org
 Nicaise, M. (1997). Computersupported apprenticeships in math and science. Journal of Computers in Mathematics and Science Teaching, 16(4), 443 465 .
 Oliver, K. (2000). Methods for developing constructivist learning on the web . Educational Technology, 40 (6), 5 18.
 Pea, R. D. (1986). Cognitive technologies for mathematics education. In A. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 89122). Hillsdale, NJ: Erlbaum.
 Piburn, M.D., & Middleton, J.A . (1998). Patterns of faculty and student conversation in listserv and traditional journals in a program for pre service mathematics and science teachers. Journal of Research in Computing in Education, 33(1), 62 7 7 .
 Roblyer, M., & Edwards, J. (2000). Integrating educational technology into teac hing . Upper Saddle River, NJ: PrenticeHall.
 Salomon, G. (2000). It’s not just the tool but the educational rationale that counts. Keynote address presented at Ed Media, Montreal, Quebec, Canada. Retrieved June 21, 2005, from http://construct.haifa.ac.il/~gsalomon/edMedia2000.html
 Sherer, P., & Shea, T. (2002). Designing courses outside the classroom: New
 Squires, D. (1997). A heuristic approach to the evaluation of educational multimedia software . Retrieved June 21, 2005, from http://www.media.uwe.ac.uk/masoud/cal97/papers/squires.htm
 Squires, D., & Preece, J. (1996). Usability and learning: Evaluating the potential of educational software. Computers and Education, 27 (1), 15 22.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map
Elementary Preservice Teachers Designing Website Supported Mathematical Investigations for Students Performing Below Grade Level
Terri Kurz, California State University, Bakersfield, United States; Ivana Batarelo, Faculty of Philosophy, University of Zagreb, Croatia, Croatia; Diana M. Lopez, California State University, Bakersfield, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 5993–6002

PreService Elementary Teachers Planning for Math Instruction: Use of Technology Tools
Christopher Johnston & Jennifer Suh, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3561–3566
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.