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Pavel
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Dec 31, 2014 at 12:00 PM

- Development of mathematical learning environments for Grades 6-12 and the study of students' construction of mathematical knowledge within these environments
- Information and communication technology applications in the learning and teaching of mathematics: implications for curriculum, teaching practice, classroom environment, and assessment
- Curriculum development in secondary school mathematics, in particular the introduction of mathematical modelling into school programs
- Teachers' and student-teachers' conceptions of mathematics and their interaction with instructional practice
- Web-based tools for the collaborative construction of knowledge

Math-Towers is a project of the
MSTE Group (Math, Science and Technology Education). The
MSTE Group operates under the
Faculty of Education at
Queen's University. Funding for Math Towers has been provided by
Imperial Oil Foundation,
Inukshuk Wireless Partnership, and the MSTE-RBC endowment fund. Sponsoring Institutions The goals and design of
math-towers.ca are rooted in distinct conceptions of mathematics and understandings of how humans come to develop mathematical knowledge. "Functions are first formed in the collective as relations among children and then become mental functions for the individual" (Vygotsky, 1981, p. 165) .

If adolescents are to progress from concrete to formal thinking (Inhelder & Piaget, 1958) and develop the ability to abstract, generalize, and articulate reasoned arguments for conjectures, they must be provided with opportunities to collaboratively practise these mental habits. "It was formerly thought that each child was able to reflect on, give reasons for, construct proofs for, and search for the foundations of any position. An argument was spawned out of the clash of such reflections. But, in fact, matters stand otherwise. Research shows that reflection is spawned from argument" (Vygotsky, 1981, p. 165). It is possible to develop classroom based environments where this collective-social to individual-mental progression takes place (Cobb, Boufi, McClain & Whitenack, 1997).
Math-towers.ca attempts to use the Web to provide such mathematical environments.

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