CLASSROOM COMMUNICATION SYSTEMS IN THE MATHEMATICS CLASSROOMS: STUDENT LEARNING AND ENGAGEMENT

Abstract

This study is designed to measure students' perceptions of classrooms using a Classroom Communication Systems (CCS). Drawing on the work of Bransford, Brown, and Cocking (1999), the study is designed to investigate the extent to which CCS classrooms facilitate environments which students experience as learner-centered, knowledge-centered, assessment-centered, and community-centered. Results suggest that students perceive that CCS technology gives teachers more information on what they are thinking, gives them more information on what other students are thinking, gives them more information on their own progress, and supports sharing of information to facilitate collaborative learning.