Mathematical Discourse as a Process that Mediates Learning in SimCalc Classrooms

Abstract

While the infrastructure of the SimCalc technology provides unique opportunities for students to wrestle with complex and conceptually difficult mathematics in developmentally appropriate ways, the degree to which students engage in “doing” mathematics varies widely across classrooms. Some classrooms provide minimal opportunities for students to conjecture, justify, and exemplify, whereas in other classrooms these activities are an indispensable part of their day-to-day operations. One of the primary mechanisms by which students can be encouraged to engage in authentic mathematical activities is through the use of appropriately challenging discourse. In this chapter, I describe discursive norms and patterns observed across multiple SimCalc classrooms in order to better understand the interaction between discourse and technology in the broader classroom environment.