iacmok@hkucc.hku.hk
Department of Curriculum Studies
The University of Hong Kong
Hong Kong
The
findings reported in literature though are generally in favour of the potential
of elevating learning mathematics by technology, the availability of technology
never promises a panacea. In fact, an effective use of technology in
mathematics classrooms depends on how students interact between the peers, the
teacher and the technology. This
reliance on interaction will imply a radical change in the culture of the Hong
Kong mathematics classrooms, which are famous for demonstrating an expository
style. Hong Kong, on the one hand, has to learn from the west. On the other
hand, it has to be cautious to look into the feasibility of western models in a
region of different culture. This
study attempted to introduce a cognitive model whilst introducing the use of
graphing calculators. The model has been developed in the Cognitive
Acceleration in Mathematics Education (CAME) project in UK and has applied both
the constructivists' and 'social constructivists' views of learning. The key features are concrete
preparation, cognitive conflict, construction, metacognition and bridging –
imbedded in a 'mediation' style of teaching. The trial was carried out in a
secondary-6 class on the topic of asymptotes. Episodes of the lessons are used
to illustrate how cognitive conflicts could be captured in students’ work with
the graphing calculators and how the teacher, playing the role of a mediator,
could change cognitive conflicts into situations supporting dynamic students’
construction.
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