University of Bristol.
This paper reports on research concerning the mathematical learning of students working on tasks which involve the use of computers in authentic mathematics classrooms. It begins by developing a theoretical framework developed from the work of Brousseau (1997). It goes on use this theoretical framework to analyse video data of two students working on a mathematical task. The findings of the study reveal disappointing levels of mathematical learning in terms of Brousseau’s theoretical perspective. These findings, informed by the non-interventionist paradigm adopted, in which naturalistic classroom situations are studied, point to the need to support teachers in the engineering of classroom tasks to take into account the potential of computers to contribute to mathematics learning.
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