Integration of Interactive Resources into the Teaching of Mathematics in Primary Education in Mexico (original) (raw)
This article reviews an interactive resource used in a national project in Mexico. The intention of its design is analyzed, as is the use to which teachers put it in math class. International research has shown that learning opportunities offered by Digital Technologies (DT) depend on the teacher’s mediation supported by knowledge of the content to be taught and its technique which, together with the characteristics of the students, permit generation of new knowledge and mathematically useful learning activities, rather than mere adaptations of paper and pencil situations. We understand technological tools as an active part of the construction of mathematical knowledge. Instruments are not mere auxiliary components or neutral elements to the teaching of mathematics; they shape student actions. Every tool generates a space for action, while at the same time posing on users certain restrictions. Such limitations make it possible for of new kinds of action to emerge. The results of thi...
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In Lamberg, T., & Wiest, L. R. (Eds.). (2007). Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Stateline (Lake Tahoe), NV: University of Nevada, Reno., 2007