Abstract
Those interested in using computers in mathematics education stand at a crossroads. Will computers be used to reinforce existing educational practices or can they catalyze creative innovations? Educators face these turning points with directions from classroom-based research. In this article, this research corpus is reviewed. Implications are drawn from it, centering on the need to move computer use in mathematics education from the domains of exercises and tasks to engagement with problems and projects. Unique contributions of computers to problem and project-oriented pedagogical approaches are described and unique challenges that must be faced when implementing these approaches discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 9-47 |
| Number of pages | 39 |
| Journal | Journal of Mathematical Behavior |
| Volume | 19 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2000 |
Keywords
- Computers
- Educational reform
- Mathematics
- Software
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