Accessing Results from Research on Technology in Mathematics Education

Kaye Stacey

Australian Senior Mathematics Journal Vol. 19, No. 1 (2005) pp. 8–15

In his recent article in this journal, John Gough (2004) concludes that the practical results of the considerable academic research undertaken at the University of Melbourne into the uses and impacts of graphics calculators and CAS (computer algebra ...

Developing and using multimedia effectively for undergraduate teacher education

Dianne Chambers; Kaye Stacey; Kaye Stacey

Australasian Journal of Educational Technology Vol. 21, No. 2 (Jan 01, 2005)

Members of the Department of Science and Mathematics Education at the University of Melbourne have developed a range of multimedia resources for undergraduate education students, that allow the students to participate in authentic tasks that would...

Language: English

Teaching with New Technology: Four "Early Majority" Teachers

Robyn Pierce; Kaye Stacey

Journal of Mathematics Teacher Education Vol. 16, No. 5 (October 2013) pp. 323–347

This paper explores how four good teachers, who do not have a special interest in technology, meet the challenge of introducing the rapidly developing mathematics analysis software (e.g. spreadsheets, function graphers, symbolic algebra manipulation ...

Topics: Hardware, Teachers

A Framework for Monitoring Progress and Planning Teaching towards the Effective Use of Computer Algebra Systems

Robyn Pierce; Kaye Stacey

International Journal of Computers for Mathematical Learning Vol. 9, No. 1 (October 2004) pp. 59–93

This article suggests a framework to organise a cluster of variables that are associated with students' effective use of computer algebra systems (CAS) in mathematics learning. Based on a review of the literature and from the authors' own teaching...

Monitoring Progress in Algebra in a CAS Active Context: Symbol Sense, Algebraic Insight and Algebraic Expectation

Robyn Pierce; Kaye Stacey

International Journal for Technology in Mathematics Education Vol. 11, No. 1 (2004) pp. 3–12

The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge....

Using Pedagogical Maps to Show the Opportunities Afforded by CAS for Improving the Teaching of Mathematics

Robyn Pierce; Kaye Stacey

Australian Senior Mathematics Journal Vol. 22, No. 1 (2008) pp. 6–12

Pedagogical maps provide a graphic depiction of the way in which teachers exploit the presence of Computer Algebra Systems (CAS) in their classrooms. They can show differences, and can also show growth, as well as personal preferences and reactions...

Reflections on the Changing Pedagogical use of Computer Algebra Systems: Assistance for Doing or Learning Mathematics?

Robyn Pierce; Kaye Stacey

Journal of Computers in Mathematics and Science Teaching Vol. 20, No. 2 (2001) pp. 143–161

This article documents a change in the use of a Computer Al-gebra System, (CAS), with a group of first year, undergradu-ate, mathematics students. CAS was initially used as an as-sistant for doing mathematics, enabling students to solve dif-ficult...

Topics: Change, Mathematics, Attitudes, Learning Outcomes, Students

Mapping Pedagogical Opportunities Provided by Mathematics Analysis Software

Robyn Pierce; Kaye Stacey

International Journal of Computers for Mathematical Learning Vol. 15, No. 1 (April 2010) pp. 1–20

This paper proposes a taxonomy of the pedagogical opportunities that are offered by mathematics analysis software such as computer algebra systems, graphics calculators, dynamic geometry or statistical packages. Mathematics analysis software is...

Researching Principles of Lesson Design to Realize the Pedagogical Opportunities of Mathematics Analysis Software

Robyn Pierce; Kaye Stacey

Teaching Mathematics and Its Applications: An International Journal of the IMA Vol. 28, No. 4 (December 2009) pp. 228–233

Taking advantage of pedagogical opportunities afforded by new technology requires appropriately designed lessons. This article reports on the use of "lesson study" to research principles for the design of a lesson aiming to take advantage of...

Varieties of Teacher Privileging for Teaching Calculus with Computer Algebra Systems

Margaret Kendal; Kaye Stacey

International Journal of Computer Algebra in Mathematics Education Vol. 6, No. 4 (1999) pp. 233–47

Reports on a study in which three volunteer teachers helped design and then taught an experimental program of introductory differential calculus in which students had full access to calculators with a computer algebra system (CAS) in the classroom,...

Observations on Students' Responses To Learning in a CAS Environment

Robyn Pierce; Kaye Stacey

Mathematics Education Research Journal Vol. 13, No. 1 (2001) pp. 28–46

Reports on the responses of students using a computer algebra system (CAS) called DERIVE in an introductory calculus course at undergraduate level. Indicates that the use of this technology was a catalyst for students to use three types of learning...

A New Practice Evolving in Learning Mathematics: Differences in Students' Written Records with CAS

Lynda Ball; Kaye Stacey

International Group for the Psychology of Mathematics Education 2004 (July 2004)

Students who learn mathematics with CAS calculators are likely to develop new practices for doing and recording mathematics. Students discussed in this paper were able to use CAS calculators in examinations, making their own decisions about what to ...

Teachers of Mathematics as Problem-Solving Applied Mathematicians

Helen Chick; Kaye Stacey

Canadian Journal of Science, Mathematics and Technology Education Vol. 13, No. 2 (2013) pp. 121–136

Some of mathematics teaching is routine, like an exercise from a textbook for which you have received instruction and already know what to do. On other occasions, however, teaching mathematics is challenging, involving problems of teaching for which ...

Using Technology Effectively in the K-6 Classroom: Professional Development for Teachers

Dianne P. Chambers; Kaye Stacey

Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1046–1051

There are many sources of professional development for K-6 teachers that help them learn how to use computers, but much less is available on how to use computers in classrooms to enhance learning. Members of the Department of Science and ...

Topics: Mathematics, Computers, Professional Development, Computer Sciences, Classrooms

Authentic Tasks for Authentic Learning: Modes of Interactivity in Multimedia for Undergraduate Teacher Education

Dianne P. Chambers; Kaye Stacey

Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 12–17

Members of the Department of Science and Mathematics Education at the University of Melbourne, Australia have developed a range of multimedia resources for undergraduate education students that allow the students to participate in authentic tasks ...

Topics: Multimedia, Mathematics, Classrooms, Students

Mathematics from Still and Moving Images

Robyn Pierce; Kaye Stacey; Lynda Ball

Australian Mathematics Teacher Vol. 61, No. 3 (2005) pp. 26–31

Digital photos and digital movies offer an excellent way of bringing real world situations into the mathematics classroom. The technologies surveyed here are feasible for everyday classroom use and inexpensive. Examples are drawn from the teaching...

Teaching with CAS in a Time of Transition

Kaye Stacey; Margaret Kendal; Robyn Pierce

International Journal of Computer Algebra in Mathematics Education Vol. 9, No. 2 (2002) pp. 113–27

Describes the different ways in which two pioneering Australian teachers adapted their teaching to use computer algebra systems (CAS). One teacher used CAS with the primary goal of increasing understanding but restricted student use. The other...

Making Educational Research Findings Accessible for Teacher Education: From Research Project to Multimedia Resource

Kaye Stacey; Vicki Steinle; Dianne Chambers

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2865–2872

The rich educational resource Teaching & Learning about Decimals has been developed as a CD-ROM to support pre-service teacher education and teacher professional development. This educational resource is one outcome of cutting edge mathematics...

Topics: Mathematics, Teachers, Professional Development, Learning Outcomes

A scale for monitoring students’ attitudes to learning mathematics with technology

Robyn Pierce; Kaye Stacey; Anastasios Barkatsas

Computers & Education Vol. 48, No. 2 (February 2007) pp. 285–300

The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence,...

Language: English

Is It Worth Using CAS for Symbolic Algebra Manipulation in the Middle Secondary Years? Some Teachers' Views

Robyn Pierce; Lynda Ball; Kaye Stacey

International Journal of Science and Mathematics Education Vol. 7, No. 6 (December 2009) pp. 1149–1172

The use of Computer Algebra Systems (CAS) in years 9 and 10 classrooms as a tool to support learning or in preparation for senior secondary mathematics is controversial. This paper presents an analysis of the positive and negative aspects of using...

Recognising Equivalent Algebraic Expressions: An Important Component of Algebraic Expectation for Working with CAS

Lynda Ball; Robyn Pierce; Kaye Stacey

International Group for the Psychology of Mathematics Education 4 (July 2005) pp. 15–22

The ability to recognize equivalent algebraic expressions quickly and confidently is important for doing mathematics in an intelligent partnership with computer algebra. It is also a key aspect of algebraic expectation, the algebraic skill that...

Response Time and Learning Progress: Teaching Perspective

Eugene Gvozdenko; Dianne Chambers; Kaye Stacey; Vicki Steinle

Global Learn 2011 (Mar 28, 2011) pp. 400–408

The study analysed the utility of data from logging response times of students on a computerised basic mathematics test to monitor cognitive progress of a group of pre-service teacher education students over a semester. The results suggest that the...