Teachers Explore Linear and Exponential Growth: Spreadsheets as Cognitive Tools

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Alagic, M. & Palenz, D. (2006). Teachers Explore Linear and Exponential Growth: Spreadsheets as Cognitive Tools. Journal of Technology and Teacher Education, 14(3), 633-649. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/5932.

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 14, Issue 3, July 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Mara Alagic, Wichita State University, USA; Diana Palenz, Wiichita State University, USA

Abstract

This article addresses some of the issues relevant to the cognitive goals of information and communication technology (ICT) integration in the mathematics classroom. It focuses on the development of conceptual understanding through multiple representations. Specifically, it informs about a group of middle school mathematics teachers' learning and teaching about linear and exponential growth in a technology-oriented environment. A particular focus of the professional development was two-dimensional: (a) deepening teachers' understanding of linear and exponential growth through technology- based representations, and (b) providing effective context for students' learning from the same technology-based presentations, considering the fact that they do not have teachers' standard representations in their toolbox. We describe exploration of exponential and linear growth through spreadsheets and graphing calculators, grounded on a rich, openended, real-life problem. In addition, we report on lessons learned in attempts to explicate some bridges between classical and technology-based representations.

Keywords

• Middle School Education
• Secondary Education
• Teachers
• Mathematics
• Cognition
• Integration
• Information Communication Technologies

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