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Addresses the timely subject of mathematics and technology
Offers a comprehensive synthesis of work in the past twenty years
Provides insight from renowned contributors
Indicates the need for cultural diversity and connectivity within mathematics education
Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence.
Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinkingthe Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.
Section 1: Design of learning environments and curricula
2 Design of learning environments and curricula
3 Designing software for mathematical engagement through modelling
4 Designing digital technologies and learning activities for different geometries
5 Implementing digital technologies at a national scale
Section 2: Learning and assessing mathematics with and through digital technologies
6 Learning and assessing mathematics with and through digital technologies: introduction to the section
7 Integrating technology into mathematics education: theoretical perspectives
8 Mathematical knowledge and practices resulting from access to digital technologies
9 The influence, and shaping, of digital technologies on the learning – and learning trajectories – of mathematical concepts
10 Micro-level automatic assessment supported by digital technologies
11 Technology, communication, and collaboration
Section 3: Teachers and technology
12 Introduction to the theme Teachers and technology
13 Working with teachers: context and culture
14 Teachers and teaching: theoretical perspectives and issues concerning classroom implementation
15 Teacher education courses in mathematics and technology: analyzing views and options
Section 4: Implementation of curricula: issues of access and equity
17 Some regional developments in access and implementation of digital technologies and ICT
18 Technology for mathematics education: Equity, access, and agency
19 Factors influencing implementation of technology-rich mathematics curriculum and practices
Section 5: Future directions
20 Introduction to section 5: future directions
21 Design for transformative practices
22 Connectivity and virtual networks for learning
23 The future of teaching and learning mathematics with digital technologies