By Stephen Hegedus, Colette Laborde, Corey Brady, Sara Dalton, Hans-Stefan Siller, Michal Tabach, Jana Trgalova, Luis Moreno-Armella
This survey addresses using know-how in higher secondary arithmetic schooling from 4 issues of view: theoretical research of epistemological and cognitive points of task in new know-how mediated studying environments, the adjustments introduced by means of expertise within the interactions among setting, scholars and academics, the interrelations among mathematical actions and expertise, talents and potential that needs to be constructed in instructor schooling. learn indicates that using a few applied sciences may possibly deeply switch the fixing techniques and give a contribution to affect the educational methods. The questions are which applied sciences to settle on for which reasons, and the way to combine them, with a purpose to maximize all scholars’ company. specifically the position of the trainer in study rooms and the content material of instructor teaching programs are severe for taking complete benefit of know-how in educating practice.
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Extra resources for Uses of Technology in Upper Secondary Mathematics Education
International Journal of Computers for Mathematical Learning, 7, 245–274. , & Gascon, J. (2011). Research praxeologies and networking theories. In M. Pylak, et al. ), Proceedings of the 7th Congress of the European society for research in mathematics education (pp. 2381–2390). Poland: University of Rzeszów. , Bairral, M. , & Danè, C. (2014). Moving from dragging to touchscreen: geometrical learning with geometric dynamic software. Teaching Mathematics and Its Applications, 33(1), 39–51. Baldwin, M.
P. 2387). Finally, some competencies seem to be under-estimated in teacher education: teachers’ ability to decide when it is worth using technology and when it is not, to analyze a piece of software so that the teachers are able to face unwelcome phenomena linked to the computational transposition such as consequences of working with approximate values. We propose these four issues to the discussion in the topic study group 43. 3 Summary and Looking Ahead 31 3 Summary and Looking Ahead • Various research theoretical frameworks are used to analyze the learning and teaching processes.
Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. ), Third international handbook of mathematics education (pp. 721–751). New York: Springer. Stroup, W. , Ares, N. , & Hurford, A. C. (2005). A dialectic analysis of generativity: Issues of network-supported design in mathematics and science. Mathematical Thinking and Learning, 7(3), 181–206. Toennies, J. , Withrow, T. , & Webster, R. J. (2011, June). Toward haptic/aural touchscreen display of graphical mathematics for the education of blind students.
Uses of Technology in Upper Secondary Mathematics Education by Stephen Hegedus, Colette Laborde, Corey Brady, Sara Dalton, Hans-Stefan Siller, Michal Tabach, Jana Trgalova, Luis Moreno-Armella