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In This Chapter
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Computerized environments in mathematics classrooms
- Introduction
- The Compumath Project (A Brief Version of the First Edition Chapter)
- Syllabus, curriculum, and standards
- Participants in the curriculum development activity
- Tools, theories, development and research
- Ciem as a Learning Environment
- Evolvement of the idea of CIEM
- General characteristics of CIEM
- Tools in CIEM
- Beyond CompuMath: Design considerations and changes
- Research in CIEM
- Some Findings and Insights
- Findings based on quantitative data
- Findings based on qualitative studies
- Instrumentation processes
- A need for organizing data
- Scaffolding the symbolic representation
- Multiple levels of symbolic representations
- Validating results
- Emphasizing the conceptual within the procedural
- Socio-mathematical norms
- Findings from the delayed post-test
- The overall picture
- Epilogue
- Notes
- References
Abstract
This chapter is a follow-up to the chapter by Hershkowitz et al. (2002) in the first edition of this handbook, which describes and analyzes the stages of the CompuMath Project, as a paradigm for research-intensive development and implementation of compound and long-term curricula for computerized environments.
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