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Supporting Mathematical Communication through Technology

Supporting Mathematical Communication through Technology

Chandra Hawley Orrill, Drew Polly
Copyright: © 2013 |Pages: 15
ISBN13: 9781466640863|ISBN10: 1466640863|EISBN13: 9781466640870
DOI: 10.4018/978-1-4666-4086-3.ch002
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MLA

Orrill, Chandra Hawley, and Drew Polly. "Supporting Mathematical Communication through Technology." Common Core Mathematics Standards and Implementing Digital Technologies, edited by Drew Polly, IGI Global, 2013, pp. 23-37. https://doi.org/10.4018/978-1-4666-4086-3.ch002

APA

Orrill, C. H. & Polly, D. (2013). Supporting Mathematical Communication through Technology. In D. Polly (Ed.), Common Core Mathematics Standards and Implementing Digital Technologies (pp. 23-37). IGI Global. https://doi.org/10.4018/978-1-4666-4086-3.ch002

Chicago

Orrill, Chandra Hawley, and Drew Polly. "Supporting Mathematical Communication through Technology." In Common Core Mathematics Standards and Implementing Digital Technologies, edited by Drew Polly, 23-37. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4086-3.ch002

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Abstract

Technology has the potential to support the creation and use of mathematical representations for exploring, reasoning about, and modeling cognitively demanding mathematical tasks. In this chapter, the authors argue that one of the key affordances of these dynamic representations is the synergistic relationship they can play with communication in the mathematics classroom. The authors highlight the ways in which technology-based representations can support mathematical communication in the classroom through a series of vignettes. They conclude with a discussion of the development of teachers’ Technological Pedagogical and Content Knowledge (TPACK) for supporting the implementation of dynamic representations.

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