INTERNATIONAL JOURNAL FOR TECHNOLOGY IN MATHEMATICS EDUCATION, vol.16, no.1, pp.3-10, 2009 (ESCI)
This article presents a case study in which researcher-practitioner collaboration took place to promote effective use of technology in an urban elementary school mathematics classroom. Data were primarily gathered through classroom observations and interviews. The aim of this study was twofold. First, to increase our understanding of the effects of teacher-researcher collaboration on the perspective of an experienced mathematics teacher who, for the first time, was teaching geometry with a dynamic computer software program, the Geometer's Sketchpad. Second, to get the reactions of both the teacher and the students about whether or not Geometer's Sketchpad had enhanced the teaching and learning of geometry. The data suggest that, although the teacher was worried at first that she might be replaced by the technology, she found that she is a vital part of ensuring that the technology is an effective tool for teaching and learning. Furthermore, the data also suggest that the students liked using technology and felt it enhanced their learning of the mathematics they were taught.