Information and Communications Technologies in School Mathematics

1. Front Matter

   Pages i-x

   PDF

2. Introduction

   1. ICTs and secondary school mathematics—themes, visions and realities

      • Bernard R. Hodgson, David C. Johnson, David Tinsley

      Pages 1-6

3. Curriculum

   1. evolution

      1. The impact of informatics on the teaching of mathematics

         • Tom J. van Weert

         Pages 7-17

      2. Towards an embodied view of the mathematics curriculum in a world of technology

         • Thomas E. Kieren

         Pages 19-28

      3. Social uses of the Internet and the construction of new models for mathematics teaching and learning

         • Carles Romero i Chesa, Ferran Ruiz i Tarragó

         Pages 29-39

      4. Young students and future teachers as passengers on the Logo engine

         • Ivan Kalas, Andrej Blaho

         Pages 41-52

      5. How informatics and discrete thinking return to school

         • Walter Oberschelp

         Pages 53-64

      6. For the development of mathematics education—from the view-point of computer science

         • Tomoko Yanagimoto

         Pages 65-67

      7. Using the history of mathematics as a source of technology-rich problems

         • Jerry Johnson

         Pages 68-70

   2. tools

      1. Towards more natural interfaces

         • Jean-Marie Laborde

         Pages 71-76

      2. Spreadsheets: just smart calculators or a new paradigm for thinking about mathematical structures?

         • Erich Neuwirth

         Pages 77-88

      3. Personal computing technology: use and possibilities

         • Adrian Oldknow

         Pages 89-97

      4. Computer-supported mathematical learning in the information age: mathematical modelling learned through hypertexts

         • Shoichiro Machida

         Pages 99-105

      5. A genetic way to conic sections and planetary motion with Cabri-Géomètre

         • Herbert Möller

         Pages 107-110

4. Teachers

   1. Construction of meaning and teacher control of learning

      • Nicolas Balacheff

      Pages 111-120

   2. Teacher training as a key issue for the integration of computer technologies

      • Michèle Artigue

      Pages 121-129

   3. The computer in mathematics teaching: scenes from the classroom

      • Rosa Maria Bottino, Fulvia Furinghetti

      Pages 131-139

   4. The integration of IT and teacher training: supporting teachers in their use of hardware and software tools in the school mathematics classroom

      • Philippe Clarou

      Pages 141-150

   5. Teachers and technology: the case of mathematical learning

      • Rosamund Sutherland

      Pages 151-160

   6. Teachers and technology: pre-service training for mathematics

      • Dave Miller

      Pages 161-164

The International Federation for Information Processing, IFIP, is a multinational federation of professional technical organisations concerned with information processing. IFIP is dedicated to improving communication and increased understanding among practitioners of all nations about the role information processing can play in all walks of life. This Working Conference, Secondary School Mathematics in the World of Communication Technologies: Learning, Teaching and the Curriculum, was organised by Working Group 3.1, Informatics in Secondary Education, ofiFIP Technical Committee for Education, TC3. This is the third conference on this theme organised by WG 3.1, the previous two were held in Varna, Bulgaria, 1977, and Sofia, Bulgaria, 1987-proceedings published by North-Holland Elsevier. The aim of the conference was to take a forward look at the issue of the relationships between mathematics and the new technologies of information and communication in the context of the increased availability of interactive and dynamic information processing tools. The main focus was on the mathematics education of students in the age range of about ll to 18 years and the following themes were addressed: • Curriculum: curriculum evolution; relationships with informatics; • Teachers: professional development; methodology and practice; • Learners: tools and techniques; concept development; research and theory; • Human and social issues: culture and policy; personal impact.

• Hardware
• Hypertext
• Information Technology (IT)
• Internet
• Mathematica
• computer
• computer science
• control
• education
• geometry
• mathematics
• modelling
• organization
• software tools
• technology

• Derbyshire, UK

  David Tinsley

• King’s College, School of Education, Cornwall House Annex, University of London, London, UK

  David C. Johnson

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