Proceedings of the 13th International Conference on Technology in Mathematics Teaching (original) (raw)
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Integration of Technology into Mathematics Teaching: Past, Present and Future
Springer eBooks, 2015
This presentation deals with my endeavor as a researcher and lecturer within the world of educational computing to integrate technology into mathematics teaching. I started with the book titled "New Horizons in Educational Computing". In this book Saymor Papert enthusiastically says that computers as powerful learning tools will change tomorrow's classrooms. I is difficult to use this potential of computers for changing teacher's role and practice within an educational setting based on telling and showing. It is not easy to shift from traditional notions of teacher to constructivist teacher using Logo, Cabri and Geogebra as primary tools for doing and exploring mathematics in classrooms.
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An integrated perspective to approach technology in mathematics education
2005
This paper concerns a research work developed in an European project. The aim of this work was to produce a document integrating the different theoretical frameworks employed by the project teams. The theoretical constructs of didactical functionalities, and experimental educational cycle, associated to an ICT tool, allowed us to analyse the roles played by technology in the considered set of theoretical frameworks. With this respect, we present examples concerning the theory of didactic situation, the activity theory and the theory of instruments of semiotic mediation.
Analysis of Approaches to the use of ICT in the Teaching of Mathematics
European Conference on e-Learning
Information and communication technologies (ICT) play an increasingly important role in learning and teaching. The way they are used in specific lessons is influenced by a number of factors, one of the most important of which is the teacher's beliefs about the use of ICT in education. The way teachers think about modern technologies is very important and greatly influences how they use ICT in their teaching. Our paper presents a partial output of research focusing on the influence of teachers' beliefs on the use of ICT in teaching. Within the presented research, lessons of several mathematics teachers were recorded longitudinally. The recordings from classes were subsequently coded by a team of researchers and analysed in detail on the basis of Grounded theory. Several different aspects of teaching were observed in the analysis: Forms of instruction, Teacher-pupil communication, Pupil activities at the blackboard, Pupil activity on PC or laptop, ICT involvement, Teacher acti...
The purpose of this study is to review the changes that computers have on mathematics itself and on mathematics curriculum. The study aims at investigating different applications of computers in education in general, and mathematics education in particular and their applications on mathematics curriculum and on teaching and learning of mathematics. There are three broad categories of the applications of computers in the field of mathematics education: computer assisted instruction (CAI), student (educational) programming and general purpose educational tools such as spreadsheets, databases and computer algebra systems (CAS). This study presents a historical background and attempts to describe the paradigmatic shift in the use of computers in mathematics education from behavioristicly oriented CAI movement towards constructivist based student programming movement.
On some important aspects in preparing teachers to teach mathematics with technology
… on the Teaching of Mathematics (Crete, Grecia, 2006
The introduction of technology in the classrooms at all levels of education has brought forth a need to change some teaching practices. Together with the modernization projects of undergraduate instruction for Engineering and Science courses, it is especially important to focus the attention on Courses for prospective (and in-service) teachers in Mathematics. The use of technology in the teaching-learning activities can be regarded as a new communication language in developing the construction of knowledge. The recognition of this role of technology in education would contribute to a better preparation of the future teachers in selecting right teaching strategies, not only technology. This paper aims first to discuss this aspect of technology in the undergraduate instruction, through a systematized classification of the use of technology in the classrooms based on the forms of activities, illustrated with examples. Furthermore, one of the advantages of the technology as teaching aid is the possibility of more realistic mode ling in problem solving and interdisciplinary activities, so new and reformulated disciplines in the curriculum of teacher preparing courses come up. Regarding this aspect, we point out that the critical interpretation of the computer/calculator outputs demands an awareness of the kind of mathematics needed when using technology. That means that solving a problem with the use of technology requires from the user a deeper understanding of the importance of concepts like units, scaling of units, significant f igures, approximation/numerical methods, parametric representation and implicit representation, interpolation methods, structure of algorithms, etc., along with the proper theoretic concepts underlining the problem. The careful use of technology as a teach ing strategy would enrich in this way the lectures and the preparations of activities by teachers. The second aim of this paper is to illustrate these considerations exhibiting an example for teachers.
USE OF ICT IN TEACHING MATHEMATICS
This research project portrays the use of ICT in teaching mathematics by linking mathematics with the means of information, communication and technologies in the global market. In this paper, I have presented my own experience of schooling and teaching in various school, college and university. This research project is qualitative for this I used desk based research. I reviewed different literature to elicit my research project. I had shared my learning as a student and as a teacher. I had shared my experience as a shift from de-contextualized mathematics teaching to contextualized mathematics with the use of technologies. I found some challenges to implement of ICT in Teaching Mathematics in Nepali Schools. Finally my focus is to improve the conceptual mathematics learning with ICT. This paper is useful for mathematics teachers to incorporate mathematics teaching with the help of ICT. It is useful for the transformation of mathematics from traditional rote and routine approach of learning to the modern approaches of teaching mathematics. From this paper, both students and teacher will be motivated to learn mathematics in new approach. The study focuses on the use of ICT in teaching mathematics with the help of different software and means of technologies in the classroom, which help to take inside mathematics to out of the class and the outside mathematics into the classroom and also helps to encourage the students to connect the content with the global context so that learning becomes global and digital literacy skill of the students and teachers develops and address the students from different types of the learners and manipulative for the kinesthetic learners. The paper is focusing on the opportunities and the challenges in using ICT in teaching mathematics in Nepal.