{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T16:05:29Z","timestamp":1781107529716,"version":"3.54.1"},"reference-count":28,"publisher":"IGI Global Scientific Publishing","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2011,4,1]]},"abstract":"<p>This study examines African American students\u2019 interactions with the graphing calculator as a tool to support their mathematical learning. Two participants, chosen through purposive sampling, were the focus of this study. The participants were presented with a task-based interview, and the strategies they employed in solving these tasks with the help of a graphing calculator were examined. The participants\u2019 strategies were analyzed using Goos, Galbraith, Renshaw, and Geiger\u2019s (2003) framework of the varying modes of sophistication with which students work and interact with technology and the ways in which technology can mediate learning. These modes include technology as master, technology as servant, technology as partner, and technology as an extension of self. In solving the mathematical tasks, the participants\u2019 modes of interacting with the graphing calculator technology were influenced by how and when they chose to use the graphing calculator. They were also influenced by their ability to reinforce their mathematical and technological knowledge mutually. It is this ability to develop an interactive relationship between mathematical and technological knowledge that shaped the participants\u2019 fluency in solving the mathematical tasks.<\/p>","DOI":"10.4018\/jicte.2011040104","type":"journal-article","created":{"date-parts":[[2011,10,19]],"date-time":"2011-10-19T12:27:00Z","timestamp":1319027220000},"page":"35-45","source":"Crossref","is-referenced-by-count":0,"title":["Exploring the Co-Development of Mathematical and Technological Knowledge Among African American Students"],"prefix":"10.4018","volume":"7","author":[{"given":"Francis","family":"Nzuki","sequence":"first","affiliation":[{"name":"Richard Stockton College of New Jersey, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"issue":"2","key":"jicte.2011040104-0","first-page":"43","article-title":"Addressing students' difficulties with the concept of function: Applying graphing calculators and a model of conceptual change.","volume":"19","author":"T. 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B.Martin","year":"2000","journal-title":"Mathematics success and failure among African American youth: The roles of sociohistorical context, community forces, school influence, and individual agency"},{"issue":"2","key":"jicte.2011040104-16","first-page":"7","article-title":"Hidden assumptions and unaddressed questions in mathematics for all rhetoric.","volume":"13","author":"D. B.Martin","year":"2003","journal-title":"The Mathematics Educator"},{"key":"jicte.2011040104-17","year":"2000","journal-title":"Curriculum and evaluation standards for school mathematics"},{"key":"jicte.2011040104-18","unstructured":"Nzuki, F. M. (2008). Investigating African American students\u2019 identity and agency in a mathematics and graphing calculator environment at a low-SES school. (Doctoral dissertation, Richard Stockton College). Dissertation Abstracts International, 3333577."},{"key":"jicte.2011040104-19","author":"J.Oakes","year":"1985","journal-title":"Keeping track. 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