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Uses of Technology in Lower Secondary Mathematics Education

A Concise Topical Survey

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  • Open Access
  • © 2016

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Overview

Authors:
  1. Paul Drijvers

    1. Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

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  2. Lynda Ball

    1. Melbourne Graduate School of Education, The University of Melbourne, Victoria, Australia

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  3. Bärbel Barzel

    1. Universität Duisburg-Essen, Essen, Germany

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  4. M. Kathleen Heid

    1. STATE COLLEGE, USA

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  5. Yiming Cao

    1. School of Mathematical Sciences, Beijing Normal University, Beijing, China

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  6. Michela Maschietto

    1. Department of Education and Humanities, University of Modena e Reggio Emilia, Reggio Emilia, Italy

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  • Provides a comprehensive survey of current research findings
  • Highlights future directions for the use of digital technologies in lower secondary mathematics education
  • Integrates international perspectives to provide a holistic view on worldwide developments
  • Includes supplementary material: sn.pub/extras

Part of the book series: ICME-13 Topical Surveys (ICME13TS)

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Table of contents (1 chapter)

  1. Front Matter

    Pages i-vii
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  2. Uses of Technology in Lower Secondary Mathematics Education

    • Paul Drijvers, Lynda Ball, Bärbel Barzel, M. Kathleen Heid, Yiming Cao, Michela Maschietto
    Pages 1-34Open Access
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Keywords

About this book

This topical survey provides an overview of the current state of the art in technology use in mathematics education, including both practice-oriented experiences and research-based evidence, as seen from an international perspective. Three core themes are discussed: Evidence of effectiveness; Digital assessment; and Communication and collaboration.

The survey’s final section offers suggestions for future trends in technology-rich mathematics education and provides a research agenda reflecting those trends. Predicting what lower secondary mathematics education might look like in 2025 with respect to the role of digital tools in curricula, teaching and learning, it examines the question of how teachers can integrate physical and virtual experiences to promote a deeper understanding of mathematics.

The issues and findings presented here provide an overview of current research and offer a glimpse into a potential future characterized by the effective integration of technology to support mathematics teaching and learning at the lower secondary level.

Reviews

“Uses of Technology in Lower Secondary Mathematics Education … focuses on the recent uses of technology in mathematics education from an international point-of-view through practice-oriented experiences and research based evidence. … offers to the reader suggestions for future work in technology-rich mathematics education and considers a research agenda reflecting those trends. Further, the survey gives predictions on what lower secondary mathematics education may look like in 2025 with respect to the role of digital tools in curricula, teaching, and learning.” (Peter T. Olszewski, MAA Reviews, maa.org, March, 2017)

Authors and Affiliations

  • Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

    Paul Drijvers

  • Melbourne Graduate School of Education, The University of Melbourne, Victoria, Australia

    Lynda Ball

  • Universität Duisburg-Essen, Essen, Germany

    Bärbel Barzel

  • STATE COLLEGE, USA

    M. Kathleen Heid

  • School of Mathematical Sciences, Beijing Normal University, Beijing, China

    Yiming Cao

  • Department of Education and Humanities, University of Modena e Reggio Emilia, Reggio Emilia, Italy

    Michela Maschietto

Bibliographic Information

  • Book Title: Uses of Technology in Lower Secondary Mathematics Education

  • Book Subtitle: A Concise Topical Survey

  • Authors: Paul Drijvers, Lynda Ball, Bärbel Barzel, M. Kathleen Heid, Yiming Cao, Michela Maschietto

  • Series Title: ICME-13 Topical Surveys

  • DOI: https://doi.org/10.1007/978-3-319-33666-4

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016

  • Softcover ISBN: 978-3-319-33665-7Published: 29 June 2016

  • eBook ISBN: 978-3-319-33666-4Published: 14 June 2016

  • Series ISSN: 2366-5947

  • Series E-ISSN: 2366-5955

  • Edition Number: 1

  • Number of Pages: VII, 34

  • Number of Illustrations: 9 b/w illustrations

  • Topics: Mathematics Education, Educational Technology, Teaching and Teacher Education, Learning & Instruction

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