Hoyles, C., Lagrange, J., Le Hung Son, & Sinclair, N. (2006). Technology Revisited (Digital Technologies and mathematics teaching and learning): Proceedings of the 17th ICMI Study Conference. (original) (raw)
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Digital Technology in Mathematics Education: Why It Works (Or Doesn’t)
Selected Regular Lectures from the 12th International Congress on Mathematical Education, 2015
The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool's pedagogical potential, the role of the teacher and the educational context.
Digital technologies and mathematics education
2011
In order to provide a context for the body of the report we invite readers to imagine they are travelling on a train together with students on their way to school. One student is finishing off his mathematics homework and struggling to solve some quadratic equations by factorisation. Another student, who has already diligently done her homework, is playing a realistic action video game on her smart phone. This scenario is, of course, designed to emphasise the stark contrast between the worlds of current (and past) mathematics education at school and the world in which many of our current students live most of their life.
Digital Technology in Mathematics Education: Research over the Last Decade
Proceedings of the 13th International Congress on Mathematical Education
In this survey paper we focus on identifying recent advances in research on digital technology in the field of mathematics education. We have used Internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals. We identify five sub-areas of research, important trends of development, and illustrate them using case studies: mobile technologies, massive open online courses (MOOCs), digital libraries and designing learning objects, collaborative learning using digital technology, and teacher training using blended learning. These exemplary case studies may help the reader to understand how recent developments in this area of research have evolved in the last few years. We conclude the report discussing some of the implications that these digital technologies may have for mathematics This paper is a shortened version of the paper by Borba, Askar, Engelbrecht, Gadanidis, Llinares, and Sánchez Aguilar (2016).
Recent developments in using digital technology in mathematics education
ZDM – Mathematics Education
In this paper we review selected significant developments in the use of digital technology in the teaching and learning of mathematics over the last five years. We focus on a number of important topics in this field, including the evolvement of STEAM and critical making as well as the process of redefining learning spaces in the transformation of the mathematics classroom. We also address the increasing use of computer algebra systems and dynamic geometry packages; and the issue of student collaboration online, especially using learning environments and social media. We briefly touch on artificial intelligence systems, including hyper-personalisation of learning, multimodality and videos. We include a brief discussion on the impact of COVID-19 on mathematics education, and lastly on the more theoretical perspective of the epistemology of digital technology and the construct of humans-with-media. We conclude the discussion with some possible concerns and mentioning some possible new ...
Underlying Theories for use of Digital Technologies in Mathematics Education
Acta Scientiae
In this paper, we aim to build on conceptual framework to encourage readers to reflect on the educational scenarios of this digital era, especially in relation to Mathematics Education. We will address research that describes challenges to schools and teachers added by the technological environments. Mathematics Education could employ a wide range of technological resources and researches have shown some positive results with their uses. However, the sole access to these resources does not guarantee meaningful learning by students. We consider that distance learning could allow opportunities for lifelong learning and paths for continuing education to promote a renewal in teaching practices. Therefore, it's important for all teachers to reflect on their competencies to use technologies in their teaching practices. This requires studying and reading about the subject, related theories and papers of which some presented in this paper. We will indicate the theoretical-methodological potentialities in teaching and learning of mathematics in this digital era. We hope that the indications of underlying theories along with the texts can contribute for overcoming such challenges.
Uses of Technology in Lower Secondary Mathematics Education
ICME-13 Topical Surveys, 2016
Digital technology 1 is omnipresent in society. Revolutionary technological developments change the character of professional environments, and therefore put new demands on workers (Hoyles, Noss, Kent, & Bakker, 2010). Consequently, there are new demands on educational systems in order to prepare students for future professions. Importantly, technology also offers opportunities for teaching and learning (see for example, Clark-Wilson, 2010; Sacristán et al. 2010); exploiting these opportunities requires rethinking educational paradigms and strategies. With the advent of such technology, the question arises as to what the impact on education and teaching practices should be in order to prepare the next generation of students for future careers. Both in professional practice and in personal life, it is particularly striking how digital technologies such as software-controlled engines, smart phones, tablets, and GPS devices rely on mathematical algorithms that are invisible to the user, but play essential roles "under the hood". Implications of these technology-rich environments have the potential to influence the nature of mathematics education and the concepts and skills that future students will possess. Roberts, Leung, and Lin (2013) comment on the complexity of the interplay between technology, mathematics, and education, noting that this complexity related to the use of tools in mathematics is not a phenomenon that is due to current technologies, but one that has been evident whenever people use tools in mathematics. The rapid development of digital technologies features new capabilities not even considered possible in the past. Despite advances in digital technologies, there is still strong value in using a combination of physical tools and digital technologies in mathematics education (Maschietto & Trouche, 2010). Different types of technologies are available for teaching mathematics, and different technologies are appropriate for different purposes. General technologies for communication, 1 To avoid constantly repeating the terms "digital technology" in this text we will often refer to "technology"; while doing so, we refer to digital technology in mathematics education.
This report summarizes the intent and conclusions of the Discussion group 27: “How is technology challenging us to re-think the fundamentals of mathematics education?” that took place during the 11th International Congress on Mathematical Education, held in Monterrey, Mexico, July 6 - 13, 2008. The group’s contributions and discussion documents are available at http://dg.icme11.org/tsg/show/28 . This final report is accessible in the ICMI Digital Library, at http://www.mathunion.org/fileadmin/ICMI/files/Digital\_Library/ICMEs/DG27\_Report\_BB\_XXXX.pdf
IMPACT OF NEW TECHNOLOGIES IN MATHEMATICS TEACHING
9th International Week Dedicated to Maths, Thessaloniki, Greece, ISBN: 978-960-89672-8-1 , 2017
the last two decades. Technology use in classrooms in today's world is believed to have a positive impact on students' success and their attitudes towards lessons. Technology offers new tools for students to engage with their mathematics, ideally within contexts that offer meaning and challenge. Good use of technology makes possible what could not be done previously, and our students are our firmest critics in this regard: they will not tolerate poor and unecessary use of technology. But these are powerful tools and, in careless or untrained hands, the more powerful the tool, the greater the damage that can be done. So, a challenge to mathematics educators is how to use these technologies to improve their competencies and increase their efficiencies as teachers and make the mathematical lives of students better .The range of instructional technology applicable to mathematics is vast, and at times, overwhelming. A multitude of hardware, software, and online offerings can be implemented in both conventional and novel ways to complement the many content, process, and technological standards of successful math instruction. In thia paper we try to point out the importance of new technologies in mathematics teaching and learning.
The Use and Influence of Technology in Mathematics Education
The use of various types of technologies in the classroom and examinations is growing rapidly and is strongly influencing teaching and learning practices. In this paper, we will look at particular situations on how various technologies such as numerically capable calculators, graphics calculators, and technological tools that are CAS enabled or have CAS with Dynamic Geometry, impact students' learning. We also discuss briefly the educational opportunities that are made available by the emergence of graphics calculators with capabilities of handling electronic learning activities, such as Casio's Class Pad (see ) and Casio's 9860 graphics calculator.