published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

From Introduction: The impact of computer technology has not yet been felt in South African primary schools. Yet it is believed that the effect of microelectronics on society will cause a revolution as significant as the industrial revolution. Whereas the industrial revolution amplified and extended the power of human muscles, the new microcomputer technology will mostly be concerned with amplifying and extending the power of the human mind. In order that the future generation might come to terms with the rapidly changing conditions, it is suggested that children of school age benefit by gaining experience with the new technology. It was against this background of challenge that I began to explore various uses of the new technology. The Cockcroft Committee (1982) investigation considered many aspects of mathematics teaching in primary and secondary schools in England. They gave a clear indication of the place of the microcomputer in mathematics teaching when they made this significant observation, "There can be no doubt that the increasing availability of microcomputers in schools offers considerable opportunity to teachers of mathematics to enhance their existing practice and also to work in ways which have not hitherto been possible." (para. 402). The aspect of 'doing' mathematics 'in ways which have not hitherto been possible' caught my attention. I saw the microcomputer as a powerful tool which would extend the children's range of mathematical experiences through the use of simulations. Seymour Papert (1980) propounds an exciting vision of education for the future which consists of collaboration between computers and children. His philosophy does not allow for computers programming children through drill and practice methods. He envisages the child programming the computer and mastering the powerful technology by using a highly active problem solving method. Besides learning problem solving skills, the aspect most emphasized by Papert (1971, 1972, 1980) is that through building and experimenting with computer programs, a child ought to gain new mathematical insights in the topic under investigation.

Computers for high school math education.