Share Paper: Using a Cognitive Demand Framework to Describe Technology Effects in High School Mathematics

  1. Kyle Schultz, James Madison University, United States

Abstract: This paper contributes to research examining how Salomon and Perkins’s (2005) technological effects framework can be used to describe phenomena in mathematics classrooms and provide initial steps for examining the relationship between technology use and the cognitive demand of mathematical tasks. Using data from a case study focused on a high school calculus teacher and his students’ use of computer algebra systems, a specific example of each technological effect is presented and analyzed in a mathematics education context, building on general descriptions offered by Herrera et al. (2008).