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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p117618_index.html Direct Link: HTML Code:

Ares, Nancy. and Stroup, Walter. "Drawing on Diverse Social and Cultural Resources in Technology-Mediated Classrooms" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117618_index.html>

Ares, N. and Stroup, W. M. , 2004-10-21 "Drawing on Diverse Social and Cultural Resources in Technology-Mediated Classrooms" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117618_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Persistent achievement gaps among students from diverse cultural, economic, and social backgrounds are central problems in mathematics education internationally. Promising work addressing these gaps treats underserved students’ cultural and linguistic backgrounds and practices as important resources for learning. However, with few exceptions, research and design in instructional technologies has not treated underserved students’ social and cultural resources as central considerations. Using a sociocultural theoretical framework, we examine the unique potential of a networked classroom technology (HubNet and Participatory Simulations) to draw on students’ cultural and social resources to support learning in mathematics, paying simultaneous attention to (1) content and the way that content is represented and (2) the participation/interaction of students. Results exploring activity during an Integrated Mathematics Project and a Participatory Simulation indicate that networked activity supported academic mathematical practices and also generated a wider space of content and representations, and ways of participating than in conventional teaching.

Active Learning Strategies in the International Classroom: Engaging Students in the Process of Learning About International Politics

Developing cultural schemata in foreign langague classroom: teaching culture through authentic materials and student-centered activities

Teachers’ Difficulties in Adapting to the Use of New Technologies in Mathematics Classrooms and the Influence on Students’ Learning and Attitudes