{"id":5588,"date":"2020-08-19T12:44:00","date_gmt":"2020-08-19T05:44:00","guid":{"rendered":"https:\/\/www.qitepinmath.org\/en\/?p=5588"},"modified":"2023-03-30T12:45:55","modified_gmt":"2023-03-30T05:45:55","slug":"technology-in-teaching-and-learning-mathematics-mathematics-first-technology-later","status":"publish","type":"post","link":"https:\/\/www.qitepinmath.org\/en\/publications\/bulletin\/seametrical-vol-1-no-1\/technology-in-teaching-and-learning-mathematics-mathematics-first-technology-later\/","title":{"rendered":"Technology in Teaching and Learning Mathematics: Mathematics First, Technology Later"},"content":{"rendered":"

Author:
\n– YOSEP DWI KRISTANTO (Sanata Dharma University)<\/p>\n

Have you ever encountered students who are so engrossed in debating mathematical problems? If so, then you have succeeded in getting them to do mathematics. Before arguing, of course they have struggled to solve it, organize their mathematical thinking, then package it into representations that are easily understood by their friends. This process also encourages students to choose the right way of reasoning to argue and evaluate the arguments presented by their friends. In short, activities like this show the processes of problem solving, reasoning, communication, connections, and representations that are needed for students to do mathematics (NCTM, 2000).<\/p>\n

—– read more<\/em><\/a> —–<\/p>\n","protected":false},"excerpt":{"rendered":"

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