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Supporting Mathematical Communication through Technology

Supporting Mathematical Communication through Technology
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Author(s): Chandra Hawley Orrill (University of Massachusetts Dartmouth, USA) and Drew Polly (University of North Carolina ‑ Charlotte, USA)
Copyright: 2015
Pages: 17
Source title: STEM Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-7363-2.ch012

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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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