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Strip mining for gold: Research and policy in educational technology  A response to “Fool’s Gold”. Association for the Advancement of Computers in
 Education
, 2003
"... Several recent articles have addressed the issue of the translation and interpretation of education research for the purpose of affecting policy (e.g., Educational Researcher 29(6).) We respond to the publication of, and media attention to1, Fool’s gold: A critical look at computers in childhood (Co ..."
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Cited by 20 (0 self)
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Several recent articles have addressed the issue of the translation and interpretation of education research for the purpose of affecting policy (e.g., Educational Researcher 29(6).) We respond to the publication of, and media attention to1, Fool’s gold: A critical look at computers in childhood (Cordes & Miller, 2000). This report delineates some important issues for discussion and includes several valid concerns. However, we believe it’s presentation of halftruths and misleading interpretations of theory and research under the guise of academic respectability not only presents an unfortunate onesided picture of the issues and related empirical research, but, more generally, plays the U.S. media game to the detriment of research, intellectual discourse, and, ultimately, children. Misuse of technology by some and overzealous promotion by others are not valid reasons for misrepresenting the field or for speciously
Democratic access to powerful mathematical ideas
 In L. D. English (Ed.), Handbook of international research in mathematics education. Directions for the 21st Century
, 2002
"... Abstract. The emergence of the informational society creates the paradoxes of inclusion and citizenship, which call into question any simple interpretation of the meaning of “democratic access to powerful mathematical ideas”. In exploring this thesis we put forward ways of understanding what “powerf ..."
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Abstract. The emergence of the informational society creates the paradoxes of inclusion and citizenship, which call into question any simple interpretation of the meaning of “democratic access to powerful mathematical ideas”. In exploring this thesis we put forward ways of understanding what “powerful mathematical ideas” represent logically, psychologically, culturally and sociologically. As a way of tackling the issues of democratic access to these ideas, we elaborate on three arenas of mathematics education practices where it is possible to build a meaningful participation to committed political action, namely the classroom, school organization, and society both locally and globally. To conclude we explore the potentialities of the space of investigation into democratic access to powerful mathematical ideas defined by the four interpretations of “powerful ” and by the three arenas of democratic access. We point to the necessity of covering this whole space of research in order to give a full picture of the complexity of mathematics education in our current informational society. Carlos had to move out of his home. His mother seems to be worried. She lost her job and the money she made through great effort to pay for the small house is in the hands of the bank. Carlos, a tenth grade student, is one of the many Colombian youngsters who will finish high school at the beginning of the 21 st Century. Many of these students seem to be confused about their future. Teachers insist on the importance of schooling and learning, especially mathematics. Yet how could that help in their actual situation? On the other side of the world, in Denmark, Nicolai got seriously sick after eating a home
2000, A DataOriented, Active Learning, PostCalculus Introduction to Statistical Concepts, Methods, and Theory
 in Proceedings of the Section on Statistical Education, American Statistical Association. See www.rossmanchance.com/scmt.tml
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Exploring digital quilt design using manipulatives as a math learning tool
 Proceedings of ICLS 2002
"... Abstract: How can we incorporate math manipulatives into the curriculum in such a way that they promote understanding, foster creativity, and support other curricular areas in parallel with math? This is the question we wish to answer in the DigiQuilt project. ..."
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Cited by 8 (3 self)
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Abstract: How can we incorporate math manipulatives into the curriculum in such a way that they promote understanding, foster creativity, and support other curricular areas in parallel with math? This is the question we wish to answer in the DigiQuilt project.
A review of the effects of different modes of representations in mathematical problem solving
 MEDCONF: Fourth Mediterranean Conference on Mathematics Education. January 2005
, 2005
"... The main objective of this study is to investigate the role of four different modes of representation in mathematical problem solving (MPS), and more specifically to develop a model, which provides information about the effects of these representations in the solution procedures of onestep problems ..."
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The main objective of this study is to investigate the role of four different modes of representation in mathematical problem solving (MPS), and more specifically to develop a model, which provides information about the effects of these representations in the solution procedures of onestep problems of additive structures. Data were collected from 1447 pupils in Grades 1, 2 and 3 of elementary school in Cyprus. Confirmatory factor analyses (CFA) affirmed the existence of four firstorder representationspecific factors indicating the differential effects of each particular type of representation and a secondorder factor representing the general ability to solve mathematical problems. Results provided support for the invariance of this structure across the three groups of pupils.
Exploring connections between sampling distributions and statistical inference: An analysis of students’ engagement and thinking in the context of instruction involving repeated sampling
 International Electronic Journal of Mathematics Education / Vol.2 No.3
, 2007
"... ABSTRACT. Construing a collection of values of a sample statistic as a distribution is central to developing a coherent understanding of statistical inference. This paper discusses key developments that unfolded over three consecutive lessons in a classroom teaching experiment designed to support a ..."
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ABSTRACT. Construing a collection of values of a sample statistic as a distribution is central to developing a coherent understanding of statistical inference. This paper discusses key developments that unfolded over three consecutive lessons in a classroom teaching experiment designed to support a group of high school students in developing such a construal. Instruction began by engaging students in activities that focused their attention on the variability among values of a common sample statistic. There occurred a critical shift in students ’ attention and discourse away from individual values of the statistic and toward a collection of such values as a basis for inferring the value of a population parameter. This was followed by their comparisons of such collections and by the emergence and application of a rule for deciding whether two such collections were similar. In the repeated application of their decision rule students structured these collections as distributions. We characterize aspects of these developments in relation to students’ classroom engagement, and we explore evidence in students ’ written work that points to how instruction shaped their conceptions.
From research to practice and back: The Animation Tutor project
 Educational Psychology Review
, 2005
"... The Animation TutorTM is a curriculum project that uses software to supplement instruction in courses such as intermediate algebra. Its purpose is to ground mathematical reasoning in concrete experiences through the use of interactive animation and the virtual manipulation of objects. This article ..."
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The Animation TutorTM is a curriculum project that uses software to supplement instruction in courses such as intermediate algebra. Its purpose is to ground mathematical reasoning in concrete experiences through the use of interactive animation and the virtual manipulation of objects. This article summarizes how the project has progressed from research to practice and back. The first section shows how research helped implement six instructional objectives: emphasize interactivity with reflection, integrate multiple representations, reduce cognitive load, facilitate transfer, replace ineffective static images with animated images, and provide domainspecific knowledge. The last section illustrates the reciprocal nature of research and practice by describing how formative evaluations of the Animation TutorTM program led to laboratory studies aimed at improving instructional materials and student strategies.
Proof and Justification in Collegiate Calculus
"... Copyright © 2002 by Manya Janaky Raman ..."
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Double Visions: Educational Technology in Standards and Assessments for Science and Mathematics
 Journal of Science Education and Technology
, 2004
"... For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathemati ..."
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For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathematics, and educational technology standards for educational technology integration in K12 schools. Since national assessments exert a profound influence on what teachers and students choose to teach and learn, the vision of educational technology use supported by national assessments is also examined. The National Council of Teachers
COMMUNICATION, CONFLICT AND MATHEMATICS EDUCATION IN THE MULTICULTURAL CLASSROOM
"... One of the effects of globalisation in Denmark has been the transformation of the Danish society from being monocultural, to becoming increasingly multicultural. In the political debate the issues of multiculturalisation have been tackled from different perspectives ranging from a frontal oppositi ..."
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One of the effects of globalisation in Denmark has been the transformation of the Danish society from being monocultural, to becoming increasingly multicultural. In the political debate the issues of multiculturalisation have been tackled from different perspectives ranging from a frontal opposition and a fear of the “foreign ” to a conciliatory attitude that privileges cultural enrichment through multiculturalism (e.g., Hervik, 1999; Hussain, Yilmaz, O’Connor, 1997). In academic quarters multiculturalism has been given some attention in the form of research on the process of “integration”, in particular relation to the problems of bilingualism (e.g., Møller, 2001), of construction of identity (e.g., Mørck, 1998), of discrimination (e.g., Møller og Togeby, 1999), and of participation in the Danish labour market (e.g., Hummelgaard et al, 1995). Within all these studies, some attention has been given to the implications of multiculturalism for the school system (e.g., Bomholt og Skovmand, 2000). Multiculturalism has not only represented a challenge to the organisation and management of schooling in Denmark, but also to the liberal pedagogical traditions