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3. Theory
Socio-cultural Socio-technical
A. Technologies are co-constructions of both
developers and users
B. Humans and technology both act in networks of
social activity
C. Learning is tool mediated activity
4. Theory
Socio-cultural
C
Socio-technical
B
A
A. Technologies are co-constructions of both
developers and users
B. Humans and technology both act in networks of
social activity
C. Learning is tool mediated activity
8. Interviews
• Teachers who regularly use TI-Nspire as part of
their practice
• Reflecting different teaching experiences/approaches
• Focused on teaching background, goals and perceptions of the role of
technology in their practices
• Grade 9 students within the teachers classes
9. Observation
• 5 consecutive observation sessions in each
teacher’s classroom
• Suburban secondary school in Ontario
• Grade 9 Academic
• Student ownership of TI-Nspire
• Video-recorded
• Single camera focused on teacher practice with multiple
microphones...
10.
11. Data Analysis
• Created content logs & transcriptions
• Drawing on Interaction Analysis procedures
• Identified perceived adaptions to socio-technical
relationships from interviews
• Used to orient analysis of observational videos
• Mapped the formation & adaption of socio-technical
ensembles in the classrooms from observational videos
• Organized data in Transana
• Created descriptive keywords across data sets
14. Basic Lesson Form
Lesson Part Activity
Preparation Presentation/Modeling
Reading Tasks
Conjecturing Solutions
Verifying Conjectures
Practice
Small-group Sharing
Checking Answers
Recording Answers
Whole-class Sharing
Checking Answers
Evaluation
Recording Answers
Collection
15. 2 Activities with TI-Nspire
• Textbook Activity
• Exponent laws
• e.g. (x2)(x6)
• Digital Document Activity
• Graphing data and modeling linear relationships
• Average male/female life expectancy
42. Computer Lab →
Key Material Relationships
Homework
Teacher IWB Blackboard
Textbook
Tests & Exams
Manipulatives Paper & Pencil
Students
Handheld
Worksheets
Editor's Notes
Aims:\nTrace the ways the introduction of a handheld technology shapes socio-technical networks in mathematics classrooms\nIdentify key relationships in terms of locations of mathematical activity & in particular inscriptions\n\nsocio-genetic perspective - in situ - development and use (today focused on use)\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
Technologies are co-constructions of both developers and users\nScience & Technology Studies\nTools are not finished when first created\nTools slowly emerge as they shape users and users shape them\n\nHumans and technology both act in networks of social activity\nActor-network theory\nAll actors (actants) are analytically symmetrical\nThe capacity to act is not located in any individual entity either but instead emerges from interactions\nFocus on the negotiations between human and non-human actors\n\nLearning is tool mediated activity\nSociocultural theory\nLearning is socioculturally situated, distributed and embodied activity\nLearning always involves mental and/or material tools\n\nShaffer & Clinton toolforthoughts\n\n\n
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Classic activity. Work handed in on note paper afterwards\n
Latour inscriptions. Law & Moll fluid spaces\n\nMixed paper & pencil and digital...\n1. Constant translation between paper & pencil and CAS representations\nLed to focus on procedure during class-time.\n2. Checking answers on CAS instead of back of book or teacher - unpacking possible\nChanged relationship to teacher - mathematical authority\n
Latour inscriptions. Law & Moll fluid spaces\n\nMixed paper & pencil and digital...\n1. Constant translation between paper & pencil and CAS representations\nLed to focus on procedure during class-time.\n2. Checking answers on CAS instead of back of book or teacher - unpacking possible\nChanged relationship to teacher - mathematical authority\n
Latour inscriptions. Law & Moll fluid spaces\n\nMixed paper & pencil and digital...\n1. Constant translation between paper & pencil and CAS representations\nLed to focus on procedure during class-time.\n2. Checking answers on CAS instead of back of book or teacher - unpacking possible\nChanged relationship to teacher - mathematical authority\n
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Assignment distributed and collected digitally. Digital notetaking.\nAverage male and female life expectancy.\nFind point where they meet. \nDiscussion of linear model vs likely reality.\n
All digital but...\n1. In many cases conjecturing and verifying isn’t readily visible\n2. Checking answers not really observed - mathematical authority of tool - implicit vs explicit\nBut... Feedback loop sped up. Access to concepts instead of focus on procedure.\n\n
All digital but...\n1. In many cases conjecturing and verifying isn’t readily visible\n2. Checking answers not really observed - mathematical authority of tool - implicit vs explicit\nBut... Feedback loop sped up. Access to concepts instead of focus on procedure.\n\n
All digital but...\n1. In many cases conjecturing and verifying isn’t readily visible\n2. Checking answers not really observed - mathematical authority of tool - implicit vs explicit\nBut... Feedback loop sped up. Access to concepts instead of focus on procedure.\n\n
See difference in inscription locations...\n1. Relationship between location of tasks and media for preparation\n2. Relationship between student recording location & shared space\n\n\n
See difference in inscription locations...\n1. Relationship between location of tasks and media for preparation\n2. Relationship between student recording location & shared space\n\n\n
See difference in inscription locations...\n1. Relationship between location of tasks and media for preparation\n2. Relationship between student recording location & shared space\n\n\n
See difference in inscription locations...\n1. Relationship between location of tasks and media for preparation\n2. Relationship between student recording location & shared space\n\n\n
See difference in inscription locations...\n1. Relationship between location of tasks and media for preparation\n2. Relationship between student recording location & shared space\n\n\n
See difference in inscription locations...\n1. Relationship between location of tasks and media for preparation\n2. Relationship between student recording location & shared space\n\n\n
See difference in inscription locations...\n1. Relationship between location of tasks and media for preparation\n2. Relationship between student recording location & shared space\n\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
Two key relationships from which the broader socio-technical configurations unfold.\n1. Primarily digital\nTI-Nspire acts in a secondary partner role\nSituated by teacher as mathematical expert e.g. Ask the calculator the answer\nExplicit mathematical authority\nEmphasis on translations between representations\n\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
2. Primarily paper & pencil\nSituated as mathematical ‘power tool’ for offloading computational and representational tasks\nEmphasis on speeding up procedures and dealing with concepts\nImplicit mathematical authority\n
Tendency to stay within a representational form\nPaper & pencil - Blackboard\nHandheld - IWB\nThis key relationship constrains other possible socio-technical interactions in the classroom\nWithout IWB, handheld may not become a central location of mathematical activity etc\n1. Textbook may no longer used to check answers. Maybe not used at all - implications for what is taught, how teachers decide on activities\n2. Teacher role as guide changes\n3. Students ability to create a computational/representational library external memory with capabilities beyond a notebook\n4. Others: Worksheets, Manipulatives, Homework, Tests & Exams, Computer Lab, etc...\n
Tendency to stay within a representational form\nPaper & pencil - Blackboard\nHandheld - IWB\nThis key relationship constrains other possible socio-technical interactions in the classroom\nWithout IWB, handheld may not become a central location of mathematical activity etc\n1. Textbook may no longer used to check answers. Maybe not used at all - implications for what is taught, how teachers decide on activities\n2. Teacher role as guide changes\n3. Students ability to create a computational/representational library external memory with capabilities beyond a notebook\n4. Others: Worksheets, Manipulatives, Homework, Tests & Exams, Computer Lab, etc...\n
Tendency to stay within a representational form\nPaper & pencil - Blackboard\nHandheld - IWB\nThis key relationship constrains other possible socio-technical interactions in the classroom\nWithout IWB, handheld may not become a central location of mathematical activity etc\n1. Textbook may no longer used to check answers. Maybe not used at all - implications for what is taught, how teachers decide on activities\n2. Teacher role as guide changes\n3. Students ability to create a computational/representational library external memory with capabilities beyond a notebook\n4. Others: Worksheets, Manipulatives, Homework, Tests & Exams, Computer Lab, etc...\n
Tendency to stay within a representational form\nPaper & pencil - Blackboard\nHandheld - IWB\nThis key relationship constrains other possible socio-technical interactions in the classroom\nWithout IWB, handheld may not become a central location of mathematical activity etc\n1. Textbook may no longer used to check answers. Maybe not used at all - implications for what is taught, how teachers decide on activities\n2. Teacher role as guide changes\n3. Students ability to create a computational/representational library external memory with capabilities beyond a notebook\n4. Others: Worksheets, Manipulatives, Homework, Tests & Exams, Computer Lab, etc...\n
Tendency to stay within a representational form\nPaper & pencil - Blackboard\nHandheld - IWB\nThis key relationship constrains other possible socio-technical interactions in the classroom\nWithout IWB, handheld may not become a central location of mathematical activity etc\n1. Textbook may no longer used to check answers. Maybe not used at all - implications for what is taught, how teachers decide on activities\n2. Teacher role as guide changes\n3. Students ability to create a computational/representational library external memory with capabilities beyond a notebook\n4. Others: Worksheets, Manipulatives, Homework, Tests & Exams, Computer Lab, etc...\n
Tendency to stay within a representational form\nPaper & pencil - Blackboard\nHandheld - IWB\nThis key relationship constrains other possible socio-technical interactions in the classroom\nWithout IWB, handheld may not become a central location of mathematical activity etc\n1. Textbook may no longer used to check answers. Maybe not used at all - implications for what is taught, how teachers decide on activities\n2. Teacher role as guide changes\n3. Students ability to create a computational/representational library external memory with capabilities beyond a notebook\n4. Others: Worksheets, Manipulatives, Homework, Tests & Exams, Computer Lab, etc...\n
Tendency to stay within a representational form\nPaper & pencil - Blackboard\nHandheld - IWB\nThis key relationship constrains other possible socio-technical interactions in the classroom\nWithout IWB, handheld may not become a central location of mathematical activity etc\n1. Textbook may no longer used to check answers. Maybe not used at all - implications for what is taught, how teachers decide on activities\n2. Teacher role as guide changes\n3. Students ability to create a computational/representational library external memory with capabilities beyond a notebook\n4. Others: Worksheets, Manipulatives, Homework, Tests & Exams, Computer Lab, etc...\n
Tendency to stay within a representational form\nPaper & pencil - Blackboard\nHandheld - IWB\nThis key relationship constrains other possible socio-technical interactions in the classroom\nWithout IWB, handheld may not become a central location of mathematical activity etc\n1. Textbook may no longer used to check answers. Maybe not used at all - implications for what is taught, how teachers decide on activities\n2. Teacher role as guide changes\n3. Students ability to create a computational/representational library external memory with capabilities beyond a notebook\n4. Others: Worksheets, Manipulatives, Homework, Tests & Exams, Computer Lab, etc...\n