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Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions

College of Education, University of Colorado Colorado Springs, Colorado Springs, CO 80918, USA
Academic Editor: Patricia S. Moyer-Packenham
Educ. Sci. 2017, 7(1), 40; https://doi.org/10.3390/educsci7010040
Received: 16 January 2017 / Revised: 25 February 2017 / Accepted: 7 March 2017 / Published: 10 March 2017
(This article belongs to the Special Issue Critical Issues in Mathematics Education)
Extensive research has been published on the nature of classroom mathematical discourse and on the impact of technology tools, such as virtual manipulatives (VM), on students’ learning, while less research has focused on how technology tools facilitate that mathematical discourse. This paper presents an emerging construct, the Techno-Mathematical Discourse (TMD) framework, as a means for analyzing and interpreting aspects of learning when students use technological representations to mediate mathematical discussions. The framework focuses on three main components: classroom discourse, technology tools, and mathematical tasks. This paper examines each of these components, and then illustrates the framework using examples of students’ exchanges while interacting with virtual manipulatives. The TMD Framework has applications relevant to teachers, teacher educators, and researchers concerning how technology tools contribute to discourse in mathematics classrooms. The TMD framework addresses a critical issue in mathematics education, in that classroom teachers and researchers need to understand how technology facilitates classroom interactions and how to best leverage technology tools to enhance students’ learning of mathematics. View Full-Text
Keywords: virtual manipulatives; classroom discourse; technology education virtual manipulatives; classroom discourse; technology education
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Anderson-Pence, K.L. Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions. Educ. Sci. 2017, 7, 40.

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