ERIC Number: EJ1200112
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-4802
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Available Date: N/A
Transforming the Mathematical Practices of Learners and Teachers through Digital Technology
Hoyles, Celia
Research in Mathematics Education, v20 n3 p209-228 2018
This article argues that mathematical knowledge, and its related pedagogy, is inextricably linked to the tools in which the knowledge is expressed. The focus is on digital tools and the different roles they play in shaping mathematical meanings and in transforming the mathematical practices of learners and teachers. Six categories of digital tool-use that distinguish their differing potential are presented: (1) dynamic and graphical tools; (2) tools that outsource processing power; (3) tools that offer new representational infrastructures for mathematics; (4) tools that help to bridge the gap between school mathematics and the students' world; (5) tools that exploit high-bandwidth connectivity to support mathematics learning; and (6) tools that offer intelligent support for the teacher when their students engage in exploratory learning with digital technologies Following exemplification of each category, the article ends with some reflections on the progress of research in this area and identifies some remaining challenges.
Descriptors: Mathematics Instruction, Teaching Methods, Educational Change, Educational Technology, Mathematics Teachers, Calculators, Geometry, Computer Graphics, Computer Games, Algebra, Intelligent Tutoring Systems, Information Technology, Technology Uses in Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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Language: English
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