Anyone who presumes to describe the roles of technology

in mathematics education faces challenges akin to

describing a newly active volcano—the mathematical
mountain is changing before our eyes”

Jim Kaput
1942-2005
Life’s Work
1964 - Bachelor's: Worcester Polytechnic Institute (Stickgold, 2005)

1968 - PhD in Mathematics: Clark University: Joined UMas-Dartmouth faculty

(Stickgold, 2005)

1970 - Interested in Teaching Teachers (Hegedus, 2006)

1979 - Published Calculus Textbook (Hegedus, 2006)

1986 - Article on linked multi-representations using technology (Kaput, 1986)

1992 - Article in Handbook of Research (Kaput, 1992)

1993 - First NSF Grant for SimCalc (Award Abstract, 1996)

2000 - Partnered with TI (Hegedus, 2006)

Technology and the Brown Monster > 1000 Citations
Kaput, 1992

● Technology and Mathematics Education

○ Different forms of computing environments
○ Change in the process of teaching and learning
○ Cognition
○ Dynamic interconnected media
○ Linked representations
○ Implementation
Multiple Representations
● 1979 Calculus Textbook introduced multiple representations of all key ideas (Fleming &
Kaput, 1979; Tall, 2008)
● 1983 Transforming between natural language and image based representations
(Sims-Knight & Kaput, 1983)
○ Qualitative: Algebra problems given - students describe mental imagery
○ Students describe difficulty mapping from one system to another.
● 1986 Multiple simultaneous representations in developing software (Kaput, 1986)
● 1991 Kaput used Doerfler framework for student development of image schema to
make relationships manipulable and understandable (Doerfler, 1991)
Early Vision - 1986 (Kaput, 1986)

Believes that this software

environment will shape the
direction of math teaching and
learning in the near term with
● Teacher training and
support
● Curriculum material
development
● Hardware Availability

*This image is spelled out in the

initial 1993 grant
 SimCalc

SimCalc is a technology and curriculum research and development project

intended to democratize access to the basic ideas underlying calculus beginning
in the early grades and extending to AP calculus and beyond (Kaput, 1999).
 SimCalc and the NSF
1993-1988
SimCalc: Simulations for
Calculus Learning
1997-2002
SimCalc: Democratizing Access to the
Mathematics of Change
2000-2004
Understanding Classroom Interactions Among Diverse,
Connected Classroom Technologies

200-2002
Planning an Experimental
Trial of SimCalc's Approach
to Increasing Access to
Complex Math Ideas
2002-2004
Scaling Up SimCalc: PD for
Integrating Tech to Teach
More Complex
Mathematics (Phase 1)
2004-2009
Representation, Participation and Teaching in
Connected Classrooms
2004-2010
Working with Teachers and Leveraging
Tech to Scale Opportunities to Learn More
Complex Middle School Mathematics
 1993-1999 SimCalc: Simulations for Calculus
Learning
$2,452,090
● Build, test, and analyze students working with series of simulations to link students real
experiences with motion. First graphical, then more formal with the ultimate intent to
democratize access to the central idea of calculus.
● SimCalc’s mission is to enable all children to learn mathematics of change, beginning in
the early grades. Calculus is sequestered in advanced courses only reached by
meeting many prerequisites. Students should have access to the ideas of rate,
accumulation, limit, and mean value (Rochelle & Kaput, 1996)
● Teaching and learning a new algebra: > 400 Citations (Kaput, 1999)
○ Argues that computers can be used to model phenomena
○ “Algebra must be broader, deeper, and richer” (Kaput, 1999, p. 154)
 1997-2002 SimCalc: Democratizing Access to the
Mathematics of Change
$3,079,982
● Mathematics of change and variation. The long-term mission is to make available to ALL
students understanding of Mathematics of Change and Variation (MCV). Progress from
brief teaching experiments to long-term classroom engagement with full integration. New
century skills. Can suites of technology achieve scalable integration? Conduct fieldwork in
inner city schools and community centers to engage normally excluded students.
● “Algebra before Acne.” Algebra will no longer be a constricted gateway (Kaput, 1998)
● Cognitive-Evolutionary Perspective on plural (multiple) forms (Shaffer & Kaput, 1999)
 2000-2004 Understanding Classroom Interactions
Among Diverse, Connected Classroom
Technologies $1,959,842
● Hand-held push
○ 2000 Partnered with TI to bring SimCalc to the Ti-83/84 (Hegedus, 2006)
● Discussion of gesture, action, modalities related to thinking and learning. Kaput
imagines interactions that are public and social and the need for theoretical constructs
to study (Kaput, 2009)
2000-2002 Planning a Rigorous Experimental Trial of
SimCalc’s Approach to Increasing Access to
Complex Mathematical Ideas
$116,123

● Grant for testing of SimCalc

● SimCalc is designed to allow access, not to advance calculus, but to teach
the concept of “change and variation” as a vertical curricular strand
(Roschelle & Hegedus, 2013)
 2002-2004 Scaling Up SimCalc: Professional
Development for Integrating Technology to Teach
More Complex Mathematics (Phase 1)
$997,608
● Building PD with SimCalc and other software on rate of change. Pilot for Phase II
● 2005 Case Study 3rd grade teacher as she integrated algebra into her classroom.
(Blanton & Kaput, 2005)
○ Generalized functional thinking offered an accessible entry point for the teacher
 2004-2009 Representation, Participation and
Teaching in Connected Classrooms
$1,567,717
● SimCalc with Classroom Connectivity using stable and evolving technologies
● Student Agency - Students with a variety of teachers, contexts learned more and better
mathematics with modest support to teachers (Tatar, et al, 2008).
● 2003 Pre-Post Test, Middle and High School Students - focus on the students
○ Combining SimCalc with classroom connectivity significantly improved students’
performance (Hegedus & Kaput, 2003).
2004-2010 Working With Teachers and Leveraging
Technology to Scale Opportunities to Learn More
Complex and Conceptually Difficult Middle School
Mathematics
$6,463,414
● Scale up of Phase I, Can a variety of teachers use SimCalc, Which practices positively
affect student learning, Do gains persist?

● 2005 - Documenting the capacity of students from diverse SES in algebra. Case Study.
(Blanton & Kaput, 2005)

● Can changes in media and access transform the notions of core mathematics curriculum
for all learners? Can student bodily motion be captured? (Kaputt & Roschelle, 2013)
SimCalc
SimCalc
Legacy
Impact on the Community of Researchers
SimCalc Legacy

What Happened?
My Questions
● How can we judge the contributions of this work in today’s very different
technology environment?
● How can the handheld devices we have now be leveraged for teaching and
learning?
○ Smart phones
○ Fitness trackers
○ Tablets
What I have Learned
● James Kaput had a singular vision - the Democratization of higher
mathematics - everything he did was directed toward that goal
● Trajectories, themes, and his focus can be seen in the nature of the grants.
● Designing and implementing technology is difficult.
○ It moves too slowly (Kaput had to wait years for the technology to catch up with his vision).
○ It moves too quickly (iPhone launched in 2007)
● It takes a lot of money.
● Though the software may be obsolete, the ideas persist.
 References
Award Abstract. (1996). SimCalc: Simulations for calculus learning. Retrieved from
https://www.nsf.gov/awardsearch/showAward?AWD_ID=9353507&HistoricalAwards=false
Doerfler, W. (1991). Meaning: Image schemata and protocols. In F. Furingetti (ed.) Proceedings of the Fifteenth PME Conference, Assissi, Italy, Vol 1, 17-32.
Fleming, J., & Kaput, J. J. (1979). Calculus and analytic geometry. New York: Harper & Row.
Hegedus, S. (2006). Jim Kaput 1942-2005: A mentor, a colleague, a friend. For the Learning of Mathematics, 26(1), 2006, 31-33.
Hegedus, S. & Kaput, J. (2003). The effect of SimCalc connected classrooms on students’ algebraic thinking. In N. Pateman, B. Dougherty, and J. Zillox (eds.),
Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th meeting of
PME-NA, Honolulu, HI, College of Education, University of Hawaii, 3, pp. 47-54.
Hegedus, S. J. & Roschelle, J. (Eds.). (2013). The SimCalc Vision and Contributions: Advances in Mathematics Education. Dorecht: Springer.
Kaput, J. J. (1986). Informational technology and mathematics: Opening new representational windows. The Journal of Mathematical Behavior, 5(2), 187-207.
Kaput, J. J. (1992). Technology and mathematics education. In D. Grouws (Ed.) Handbook of Research on Mathematics Teaching and Learning, Maxwell
Macmillan International, New York.
Kaput, J. J. (1998). Transforming Algebra from an Engine of Inequity to an Engine of Mathematical Power by "Algebrafying" the K-12 Curriculum. The nature and
role of algebra in the K-12 Curriculum: Proceedings of a National Symposium, (pps. 25-26). National Research Council, National Council of Teachers of
Mathematics and Mathematical Sciences Education Board, Center for Science, Mathematics, and Engineering Education. Washington D. C.: National
Academies Press
Kaput, J. J. (1999). Teaching and learning a new algebra. In E. Fennema & T. Rombert (Eds.), Mathematics classrooms that promote understanding (pp. 133-155).
Mahwah, NJ: Lawrence Erlbaum Associates.
 References Continued
Kaput, J. (2009). Building intellectual infrastructure to expose and understand ever-increasing complexity. Educational Studies in Mathematics, 70(2), 211-215.
Kaput J.J., & Roschelle J. (2013) The Mathematics of Change and Variation from a Millennial Perspective: New Content. In: Hegedus S., Roschelle J. (eds) The
SimCalc Vision and Contributions. Advances in Mathematics Education. Springer, Dordrecht. Originally published in Hoyles, C., Morgan & Woodhouse,
G. (Eds.). (1999) Rethinking the mathematics curriculum (pp. 155-170). London: Springer.
Roschelle, J. & Hegedus, S.(2013). Introduction: Major themes, technologies, and timeline. In S. J. Hegedus & J. Roschelle (Eds.), The SimCalc Vision and
Contributions: Advances in Mathematics Education (pp. 5-11). Heidelburg: Springer.
Roschelle, J. & Kaput, J. (1996, August). SimCalc Mathworlds for the mathematics of change. Communications of the ACM, 39, 97-99.
Sims-Knight J. E., Kaput J. J. (1983) Exploring difficulties in transforming between natural language and image based representations and abstract symbol systems
of mathematics. In: Rogers D., Sloboda J.A. (eds) The Acquisition of Symbolic Skills. P. 561-570. Springer, Boston, MA
Stickgold, E. (2005, August 2). James J. Kaput, professor at UMass-Dartmouth, 63. The Boston Globe. Retrieved from
http://archive.boston.com/news/globe/obituaries
Tall, D. (2008). James J. Kaput (1942-2005) imagineer and futurologist of mathematics education. Educational Studies in Mathematics, 68(2), 185-193.
Tatar, D., Roschelle, J., Knudsen, J., Shechtman, N., Kaput, J., & Hopkins, B. (2008). Scaling up innovative technology-based mathematics. Journal of the
Learning Sciences, 17(2), 248-286.