We study the augmented reality sandbox (ARSB) as an embodied learning environment to foster meaning making in the context of bivariable calculus. We present the case of Tiago, a first-year bachelor chemistry student, performing a series of tasks based on embodied design, including perception-based, action-based and incorporation-based tasks.…

In this response paper to Hoyles' contribution "Transforming the mathematical practices of learners and teachers through digital technology" (EJ1200112) focuses on three points. First, more knowledge is needed on why teaching and learning practices should transform, into what will they transform, and by what or by whom will they be…

in this paper we focus on the link between the use of dynamic geometry software and student understanding for the solution of systems of linear equations from an instrumental genesis perspective. Three task-based interviews were conducted with an undergraduate linear algebra student majoring in mathematics education and proficient in using dynamic…

The integration of digital tools in mathematics education is considered both promising and problematic. To deal with this issue, notions of "webbing" and "instrumental orchestration" are developed. However, the two seemed to be disconnected, and having different cultural and theoretical roots. In this article, we investigate…

This paper reports on the role of the graphing calculator (GC) in the learning of derivatives and instantaneous rate of change. In a longitudinal study, we administered task based interviews before and after the introduction of calculus. We analyzed students' use of the GC in these interviews. This paper reports on the case of one student, Andy,…

Has technology revolutionised the mathematics classroom, or is it still a device waiting to be exploited for the benefit of the learner? There are applets that will enable the user to solve complex equations at the push of a button. So, does this jeopardise other methods, make other methods redundant, or even diminish other methods in the mind of…

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…

Nowadays, many technological means are available to support teaching, such as the interactive whiteboard, class sets of laptop or netbook computers, and high speed internet access. For mathematics education there are advanced software packages for geometry, algebra, calculus, and statistics, which in many cases are available on line at no cost.…

In the Netherlands, as in many other countries, the algebraic expertise of students graduating from secondary education is an issue. The use of digital tools for algebra education is expected to change epistemologies, activity structures and student achievement. Therefore, a study was set up to investigate in what way the use of ICT in upper…

Describes a mini-experiment on how the TI-92 might fit into normal classroom learning and considers students' initial reactions to the calculator. (Author/ASK)

This article summarises a doctoral thesis entitled "Learning algebra in a computer algebra environment, design research on the understanding of the concept of parameter" (Drijvers, 2003). It describes the research questions, the theoretical framework, the methodology and the results of the study. The focus of the study is on the…