Search results for author:"Kenneth Ruthven"
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International Journal for Technology in Mathematics Education Vol. 13, No. 4 (2006) pp. 161–167
This paper argues that better understanding of the educational integration of new technologies calls for broader account to be taken of the complex ongoing practices of school mathematics education. To frame its concerns, the paper opens by drawing...
Educational Studies in Mathematics Vol. 21, No. 5 (1990) pp. 431–50
Compared was the mathematical performance of secondary school students for whom a graphic calculator was a standard mathematical tool, with that of students of similar background without regular access to graphing technology. Increased achievement...
Instrumenting Mathematical Activity: Reflections on Key Studies of the Educational Use of Computer Algebra Systems
International Journal of Computers for Mathematical Learning Vol. 7, No. 3 (2002) pp. 275–91
Examines the process through which students learn to make functional use of computer algebra systems (CAS) and the interaction between that process and the wider mathematical development of students. Highlights important challenges that arise in...
International Journal of Mathematical Education in Science and Technology Vol. 32, No. 3 (2001) pp. 355–64
Explores cultural diversity in school mathematics and the issues raised for mathematics education. Examines the curricular roots of school mathematics in relation to scholarly mathematics, and the mathematics of past generations and different social ...
The Interpretative Flexibility, Instrumental Evolution, and Institutional Adoption of Mathematical Software in Educational Practice: The Examples of Computer Algebra and Dynamic Geometry
Journal of Educational Computing Research Vol. 39, No. 4 (2008) pp. 379–394
This article examines three important facets of the incorporation of new technologies into educational practice, focusing on emergent usages of the mathematical tools of computer algebra and dynamic geometry. First, it illustrates the interpretative ...
A Practitioner Model of the Successful Use of Computer-Based Tools and Resources To Support Mathematics Teaching and Learning: An Exploratory Study through Departmental Interviews in English Secondary Schools
Annual Meeting of the American Educational Research Association 2002 (April 2002)
This study analyzes the pedagogical ideas underpinning teachers' accounts of the successful use of computer-based tools and resources to support the teaching and learning of mathematics. These accounts were elicited through group interviews with the ...
A Practitioner Model of the Use of Computer-Based Tools and Resources to Support Mathematics Teaching and Learning
Educational Studies in Mathematics Vol. 49, No. 1 (2002) pp. 47–88
Analyzes the pedagogical ideas underpinning teachers' accounts of the successful use of computer-based tools and resources to support the teaching and learning of mathematics. Organizes central themes to form a pedagogical model capable of informing ...
Research in Science & Technological Education Vol. 28, No. 1 (April 2010) pp. 25–41
A recent reform initiative in the Malaysian educational system has sought to develop "Smart schools", intended to better prepare students for adult life in a developing economy and to increase the flow of young people prepared for scientific and...
International Journal of Science Education Vol. 28, No. 7 (Jun 01, 2006) pp. 701–732
This study explored teachers' pedagogical strategies for using multimedia simulation to structure and support secondary science teaching. Expertise was investigated across a range of classroom settings to analyse how specialist knowledge is situated ...
Incorporating Internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers
Computers & Education Vol. 44, No. 1 (January 2005) pp. 1–34
Drawing on evidence from lesson observations, teacher interviews and project reports, this paper examines the pedagogical perspectives and strategies of teachers working to incorporate use of Internet resources and associated ICT tools into...
Using Graphing Software to Teach about Algebraic Forms: A Study of Technology-Supported Practice in Secondary-School Mathematics
Educational Studies in Mathematics Vol. 71, No. 3 (July 2009) pp. 279–297
From preliminary analysis of teacher-nominated examples of successful technology-supported practice in secondary-school mathematics, the use of graphing software to teach about algebraic forms was identified as being an important archetype....
Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 20, No. 3 (April 2004) pp. 259–275
This study investigated professional thinking about pedagogical aspects of technology use in mainstream classroom practice. It focuses on the systems of ideas which frame teacher accounts of the successful use of computer-based tools and resources...
Teachers' Developing "Practical Theories" of the Contribution of Information and Communication Technologies to Subject Teaching and Learning: An Analysis of Cases from English Secondary Schools
British Educational Research Journal Vol. 32, No. 3 (June 2006) pp. 459–480
This article examines teachers' "practical theories" concerning the contribution of information and communications technology (ICT) to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative...
Teacher Perspectives on Integrating ICT into Subject Teaching: Commitment, Constraints, Caution, and Change
Journal of Curriculum Studies Vol. 37, No. 2 (2005) pp. 155–192
This paper examines how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an...
Constructions of dynamic geometry: A study of the interpretative flexibility of educational software in classroom practice
Computers & Education Vol. 51, No. 1 (August 2008) pp. 297–317
The idea of ‘interpretative flexibility’ underpins new approaches to studying technological artefacts and curricular resources in use. This paper opens by reviewing – in this light – the evolving design of dynamic geometry, its pioneering use within ...
Emerging Teacher Strategies for Mediating "Technology-Integrated Instructional Conversations": A Socio-Cultural Perspective
Curriculum Journal Vol. 16, No. 3 (September 2005) pp. 265–292
This article draws on socio-cultural learning theory as a conceptual framework for analysing how teachers structure classroom activities and interactions during "Technology-integrated Instructional Conversations" (TICs). It reports on a...
Sara Hennessy; Jocelyn Wishart; Denise Whitelock; Rosemary Deaney; Richard Brawn; Linda la Velle; Angela McFarlane; Kenneth Ruthven; Mark Winterbottom
Computers & Education Vol. 48, No. 1 (January 2007) pp. 137–152
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are...