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Dot-pattern sequences were analyzed by the participant, who then used a dynamic, interactive geometry software tool to graph data and model functional relationships. Observations of the participant’s investigations support conclusions about how technological representations shape adult thinking. 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(2012) . Building Understanding and Fostering Empowerment Through Technological Interactions. Adults Learning Mathematics: An International Journal, 7(1), 7-22.  \nBuilding Understanding and Fostering Empowerment Through  \nTechnological Interactions  \nLauretta Garrett  \nMathematics Department  \nTuskegee University  \n\u003C[garrettlauretta@gmail.com](garrettlauretta@gmail.com)>  \nAbstract  \nThis case is part of a teaching experiment that sought to provide insight into how the use of mathematics technology affects the internal mathematical representations possessed by adult developmental mathematics students. Sequences of dot patterns were examined and analyzed by the participant. He then used the algebraic features of a dynamic, interactive geometry software program to graph data describing the functional relationships present in those patterns. Insights about the effect of technological representations on adult students’ thinking can be gained from observations of the subject’s investigations of that data. Results show that appropriate use of technology can aid adult students in building an understanding of standard representations that is based upon their own thinking and their own choices.  \nKey words: mathematics technology, representations, empowerment  \nIntroduction  \nEpper and Baker (2009) noted that although the use of technology may be critical to the success of adult mathematics’ students, technological innovation has outpaced evaluation. Technology as it is used may only be fostering superficial knowledge (Caverly et al., 2000) . The results of a recent teaching experiment show that adult learners, even those whose numeracy may appear tobe considerably challenged, can use technological representations not only to work through misunderstandings, but also to build valid new internal representations of mathematics. Such representations may best be built if work occurs within the student’s zone of potential construction (ZPC) which describes the potential students have to change their own understanding as a result of mathematical interactions (Norton & D’Ambrosio, 2008) . The research was influenced by the work of Campbell (2003), who examined the use of dynamic tracking of students’ computer interactions. It was also influenced by Falcade, Laborde, and  \nVolume 7(2)– September 2012 7  \nMarotti’s (Falcade, Laborde, & Mariotti, 2007) examination of dynamic geometry software for the study of ideas related to functions. Inspired by Kaput’s ( 1994) vision of technology’s potential to increase all students’ access to abstract mathematical ideas, the study sought to determine how dynamically connected representations might provide adult developmental mathematics students with greater access to standard representations. In this instance, the technological instruction that was presented allowed one subject, Marlon, to make his own choices as to the dynamic interactions he would undertake with standard representations of functions. The discussion of what Marlon experienced will be prefaced by a brief look at some aspects of the methodology used for this study.  \nMethodology  \nSubjects were recruited from Harrisville State University (HSU), a mid-sized university in the Southern United States serving a large developmental mathematics population consisting of adult learners as well as recent high school graduates who needed additional study in order to be prepared for college level mathematics work. Data collection occurred at HSU as well. The researcher conducted open recruitment, placing flyers around campus and entering the classrooms of HSU teachers in order to recruit students. Three subjects were selected, two of whom finished the teaching experiment. This article describes a case study of one of those subjects, Marlon, a 53-year-old African American male enrolled in his second developmental mathematics course. He had some experience with computer aided instruction, but not with the software used for the study, Geometer","cbCaifhrD7KmYwlr","https://ap.wps.com/l/cbCaifhrD7KmYwlr","pdf",414112,16,"English","# Abstract\n# Introduction\n# Methodology\n## Looking at patterns\n## Looking at dot patterns\n## Another dot pattern","[{\"question\":\"What question does the case study investigate about technology use in adult mathematics learning?\",\"answer\":\"The study investigates how using mathematics technology affects adult developmental students’ internal mathematical representations.\"},{\"question\":\"How were dot patterns and software used during the investigation?\",\"answer\":\"The participant examined dot-pattern sequences and then used dynamic interactive geometry software to graph data and represent functional relationships.\"},{\"question\":\"What do the results suggest about technology’s role for adult learners?\",\"answer\":\"Appropriate technology use can help adult students build understanding of standard representations based on their own thinking and choices.\"}]","Building Understanding and Fostering Empowerment Through Technological Interactions - Article Case Study | PDF",1792065520]