Presented in the 11th Asian Technology Conference in Mathematics
December 12-16, 2006, Hong Kong SAR, China

A Study on Effective Use of Computer As A Tool in Mathematics Classroom - Guidelines for Teachers to Design Lesson -

Tokyo University of Science


In Japan, with the progress of diffusion of personal computers to elementary and secondary schools, and with the spread of the personal computers to each home, computer skills of teachers and of students have improved in recent years. And the use of computers in classroom became ordinary situation. In these situation, students' attitude toward computers have drastically changed.

In this study, computers in mathematics classroom is viewed as ordinary a "Tool" or artifact, and examine conditions for effective use of software. "Tool" means a cognitive artifact that mediates cognition between human and mathematical world. Our study based on the theory of D.A.Norman. In his cognitive theory of learning and tool, he distinguished recognition into experimental cognition and reflective cognition. This distinction provides us an framework to design effective use of software in classroom. Also, he categorized three types of learning: accretion, tuning and restructuring. These types of learning provides clear view to design student's learning with "Tool". In addition, it is important to consider the technology to be as a "Tool" from both the viewpoints of each subject and of the informational education.

In our case, we examined the uses of Cabri Geometry II Plus and Cabri 3D which in high school mathematics classes. We analyzed mathematics classes and matters according to two types of cognition and three types of learning which are mentioned above. We noticed several factors for effective use of computer as a "Tool" and propose some guidelines to design effective use of computer in mathematics class.

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