Technology with cognitive and mathematical fidelity: What it means for the math classroom

Jun 27, 2013, 16:26 PM
Bos, B. (2009). Technology with Cognitive and Mathematical Fidelity: What it Means for the Math Classroom. Computers in the Schools, 26(2), 107-114.

Characteristics

  • Grade/Age level: Not specified
  • Specific Difficulty Addressed: Mathematics concepts
  • Type of AT Used: Formats include: game, informational, quiz, virtual manipulatives, static calculation, and interactive math objects

Setting

Method

  • Overview of literature

Results

  • Game Format: purpose is practicing skills. Student’s high motivation for drill and practice is the strength and the weakness is the lack of focus on concept understanding.
  • Informational Format: purpose is to convey information. The direct instruction approach is the strength and the weakness is that there is often no focus on logical connections and problem solving.
  • Quiz Format: purpose is to check understanding. The support for instant recall is the strength and the weakness is it does not support sense making, just a need to have the correct answer.
  • Virtual Manipulatives Format: purpose is to demonstrate conceptual understanding. Modeling capacity is the strength and the added instructional time is the weakness.
  • Static format: purpose is to represent information. The use of tables and graphs are the strength and the lack of cognitive fidelity is the weakness.
  • Interactive Format: purpose is to provide multiple ways to represent concepts. The ability to see math patterns emerge is the strength and the weakness is the challenge to construct representations for every math concept.
  • Overall interactive math object formats allow for the deepest learning and should be further researched.
  • Not all technology positively influences math understanding.
Categories:
  • Math
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