Learning from Computers: Mathematics Education and Technology

1. Front Matter

   Pages I-XIII

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2. Microworlds/Schoolworlds: The Transformation of an Innovation

   • Celia Hoyles

   Pages 1-17

3. Computer Algebra Systems as Cognitive Technologies: Implication for the Practice of Mathematics Education

   • Joel Hillel

   Pages 18-47

4. The Computer as Part of the Learning Environment: The Case of Geometry

   • Colette Laborde

   Pages 48-67

5. Software Tools and Mathematics Education: The Case of Statistics

   • Rolf Biehler

   Pages 68-100

6. Didactic Design of Computer-based Learning Environments

   • Tommy Dreyfus

   Pages 101-130

7. Artificial Intelligence and Real Teaching

   • Nicolas Balacheff

   Pages 131-158

8. Computer Use and Views of the Mind

   • Willibald Dörfler

   Pages 159-186

9. Technology and the Rationalisation of Teaching

   • Kenneth Ruthven

   Pages 187-202

10. Computers and Curriculum Change in Mathematics

    • Jeremy Kilpatrick, Robert B. Davis

    Pages 203-221

11. On Determining New Goals for Mathematical Education

    • Alan J. Bishop

    Pages 222-242

12. Beyond the Tunnel Vision: Analysing the Relationship Between Mathematics, Society and Technology

    • Christine Keitel, Ernst Kotzmann, Ole Skovsmose

    Pages 243-279

13. Towards a Social Theory of Mathematical Knowledge

    • Michael Otte

    Pages 280-306

14. Back Matter

    Pages 307-338

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The NATO Advanced Research Workshop on Mathematics Education and Technology was held in Villard-de-Lans, France, between May 6 and 11, 1993. Organised on the initiative of the BaCoMET (Basic Components of Mathematics Education for Teachers) group (Christiansen, Howson and Otte 1986; Bishop, Mellin-Olsen and van Dormolen 1991), the workshop formed part of a larger NATO programme on Advanced Educational Technology. Some workshop members had already participated in earlier events in this series and were able to contribute insights from them: similarly some members were to take part in later events. The problematic for the workshop drew attention to important speculative developments in the applications of advanced information technology in mathematics education over the last decade, notably intelligent tutoring, geometric construction, symbolic algebra and statistical analysis. Over the same period, more elementary forms of information technology had started to have a significant influence on teaching approaches and curriculum content: notably arithmetic and graphic calculators; standard computer tools, such as spreadsheets and databases; and computer-assisted learning packages and computer microworlds specially designed for educational purposes.

• Bildungstechnologie
• Computer-based Learning Environments
• Computerunterstützte Lernumgebungen
• Didactics of Mathematics
• Didaktik
• Mathematikausbildung
• Mathematikdidaktik
• Sozialwissenschaften
• algebra
• computer-based learning environment
• educational technology
• group
• learning
• mathematics
• mathematics education
• complexity

• Freie Universität Berlin, Gemany

  Christine Keitel

• Department of Education, University of Cambridge, Cambridge, UK

  Kenneth Ruthven

Policies and ethics