Computer Use and Mathematical Literacy: An Analysis of Existing and Potential Relationships
Journal of Computers in Mathematics and Science Teaching
Educational Practices, Computer Uses in Education, Numeracy, Correlation, Sampling, Multivariate Analysis, Adolescents, Academic Achievement, Thinking Skills, International Cooperation, Foreign Countries
Education | Educational Methods | Educational Technology | Science and Mathematics Education
This article explores the existing and potential relationships between computer use and mathematical literacy. Specifically focusing on data obtained from the Program for International Student Assessment (PISA), the article describes some analyses of educational practices in U.S. schools in relation to various types of computer use and mathematical literacy. The overall results of this study have made it clear that different types of activities that are performed on the computer are related to different levels and types of thinking, which in turn are associated with very different types of results. The study concludes with a call for more experimental type research on mathematical literacy acquisition and its relationship to technology use.
Papanastasiou, Elena C. and Ferdig, Richard E. (2006). Computer Use and Mathematical Literacy: An Analysis of Existing and Potential Relationships. Journal of Computers in Mathematics and Science Teaching 25(4), 361-371. Retrieved from https://digitalcommons.kent.edu/ldespubs/55