Tuesday, April 16, 2013: 3:40 PM
Room 111/113 (Colorado Convention Center)
This study examined teachers’ use of preconstructed dynamic sketches in three 1-1 laptop, algebra 1 classrooms. The mathematical task framework and five practices for orchestrating productive mathematical discussions served as conceptual frameworks for analysis. Patterns emerged between discourse, technology use, and high/low implemented level of cognitive demand.