Insights into Students’ Thinking with Handheld Computers

Science and Mathematics Learning

Many school students find learning mathematics and science concepts difficult, lack confidence in their own abilities and are disengaged from learning the subjects (Dowker, 2004; Goodrum, Hackling & Renniel, 2001; Hart, 1981; Parliament of Victoria Education and Training Committee, 2006; Pierce & Stacey, 2006; Steward & Nardi, 2003). Contributing to the disengagement are factors such as textbook-based work, repetitive exercises, memorisation of facts, formulas and procedures and a lack of connection between classroom content and the real-world context. These factors leave gaps in the students’ knowledge and understanding of mathematics and science. One of the means of overcoming the gaps is for teachers to have a greater insight into how their students learn and a greater capacity to engage with students’ development of representations of those concepts. Ultimately, learning about science and mathematics is not only about test scores but students’ educational and practical functioning in mathematics (Dowker, 2004) and science, so as to produce mathematically and scientifically literate future citizens who are able to apply mathematical and scientific knowledge and understanding to enable them to think critically about decisions that affect their lives (Goodrum, et. al, 2001; Hurd, 1998; Miller, 1998; Thomson, Cresswell & De Bortoli, 2004)