Using Technology to Support Algebra Teaching and Assessment: A Teacher Development Case Study

Sandra L. Richardson (Lamar University, USA), Shirley L. Barnes (Alabama State University, USA) and David S. Torain (Hampton University, USA)
Copyright: © 2012 |Pages: 229
EISBN13: 9781466616950|DOI: 10.4018/978-1-61350-492-5.ch031
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The current reform agenda in mathematics education promotes the view that mathematics should be taught and assessed in a variety of meaningful and authentic ways, including incorporating technology in the mathematics classroom. However, the incorporation and sustained use of technology into mathematics classrooms presents technological, content, and pedagogical challenges to teachers and students. As the necessity and availability of technology in mathematics classrooms increases, so must supporting technology usage in teachers’ content delivery and assessment practices and their professional development (Roblyer & Edwards, 2000; Newby, Stepich, Lehman, & Russell, 2000). This empirical case study reports on the advancement of 8th grade Algebra I teachers’ mathematical assessment practices of technology-based activities and classroom artifacts during a two year professional development program. As a part of the professional development program, participating teachers documented their use of examining and assessing algebraic work on a handheld Computer Algebra System (CAS).
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