Text Review: Students’ Use of Ict Tools with Reference to a South African Context

university of the western cape| TEXT REVIEW: STUDENTS USE OF ICT TOOLS WITH persona TO A SOUTH AFRICAN CONTEXT| Fuglestad, A. B. (2005). Students use of ICT tools Choices and Reasons. In Chick, H. L. & Vincent, J. L. Proceedings of the 29th Conference of the International conference for the Psychology of Mathematics Education. Vol.3 pp.1-8. Melbourne: PME| | | ABDEROEF, A.| 08/09/2010| | TABLE OF CONTENTS INTRODUCTION2 RELEVANCE IN A SOUTH AFRICAN CONTEXT3 CONCERNS4 CONCLUSION6 REFERENCES6 INTRODUCTION This paper focuses on research done by Fuglestad (2005) in lead Norwegian schools, involving seven classes and six teachers. The study was executed everyplace three years, starting when the classes were in their 8th schooling year. The primary(prenominal) objectives of his study were to expand learners ability to operate information and talk technology (ICT) tools, developing learners numeric concepts and understanding of these ICT tools for solving mathematical problems. Learners were thus required to assess which ICT tools were well-suited for particular activities.

The activities introduced to the learners were based on social-constructivist epistemology that endorses unimpeded and autonomous learning environments that afford learners the opportunity to seek the activities using their discretion of which tools and methods to use to complete tasks. It is thus implied that the beginning refers to those ICT tools which are flexible and are designed to solve a broad range of mathematical problems allowing the user to invent and wage different ways of approaching mathematical problems. RELEVANCE IN A SOUTH AFRICAN CONTEXT Our society relies heavily on technology. Technology promotes changes which influence the way we live and communicate crossways national and international boundaries. These changes offer benefits to many countries but likewise raise... If you want to get a full essay, order it on our website: Ordercustompaper.com

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