[Maths-Education] London Knowledge Lab Seminar - Michal Yerushalmy - 12th March 2007, 5.30pm

[Phillip Kent]

*** ALL WELCOME ** PLEASE CIRCULATE **
*

Epistemological discontinuities in technology-based algebra learning: an
analysis of long term learning

*by
*Professor Michal Yerushalmy
Professor of Mathematics Education
University of Haifa, Israel**

*Monday 12th March 2007, 5.30pm – 7.00pm
London Knowledge Lab, 23 – 29 Emerald St, WC1N 3QS*

There is speculation about the degree to which new technologies will lead to
replacement of current curricula with new content. How does the use of new
curriculum that is based upon new epistemological assumptions change our
capability to anticipate students' difficulties and strengths? Taken from a
series of studies carried out as design experiments in algebra classrooms
over the last decade, I will present examples where students' performance in
a technology-supported curriculum is different from the performance one
might have predicted for students learning this content in a non-technology
supported environment. These examples suggest that technology can transform
student learning. The technology and the sequence help to bridge known
discontinuities that assumed difficult to students (for example: Modeling,
recursive thinking, solving unfamiliar equations or visualizing equation in
2 unknowns in 3D). However, other transitions between fundamental concepts
or operations remained the difficult and non-trivial parts. In doing such
analysis, I suggest that identifying critical discontinuities is an
important research tool for studying students' construction of knowledge and
for analyzing classroom guided inquiry supported by technology.


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