The design of lessons using mathematics analysis software to support multiple representations in secondary school mathematics

Abstract

Current technologies incorporating sophisticated mathematical analysis software (calculation, graphing, dynamic geometry, tables, and more) provide easy access to multiple representations of mathematical problems. Realising the affordances of such technology for students’ learning requires carefully designed lessons. This paper reports on design research conducted with nine teachers in nine classes across two schools. The lesson came at the end of their study of quadratic functions (Year 10). Technology offered the ability to link representations and the teaching challenge was to use this ability effectively. Four issues emerged: variable naming; reducing cognitive load; maintaining motivation; and retaining a clear learning focus.

Keywords:

• technology
• multiple representations
• mathematics analysis software
• lesson design
• secondary mathematics
• professional development
• lesson study

Acknowledgement

The authors wish to thank the teachers and students from the 2008 New Technologies for Teaching Mathematics project schools for their participation in this project and Texas Instruments for their financial support. We also wish to thank Mike Thomas (University of Auckland, New Zealand), Ing‐Er Chen (Fooyin University, Taiwan) and Colleen Vale (Victoria University, Australia) for their contributions as lesson observers. Further, we thank the reviewers for their insightful comments.

Notes

1. All materials are available from RITEMATHS project website at http://extranet.edfac.unimelb.edu.au/DSME/RITEMATHS.