Overview
- Informs policy makers about curriculum innovation in digital mathematics technologies
- Links research and practice concerning digital technologies for mathematical learning
- Additional multimedia content accessible in browser or via SN More Media App
Part of the book series: Mathematics Education in the Digital Era (MEDE, volume 16)
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About this book
This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices.
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Keywords
Table of contents (15 chapters)
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Front Matter
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Back Matter
Reviews
"This book opens new windows on the complexity of interactions around mathematics teaching and learning in the digital era. Its focus is largely, but not exclusively, on the teacher and the pressures and constraints of this role. The book could serve as an excellent introduction for teachers and researchers to the wealth of theories, insights and methodologies adopted in the area. It is a challenging read because of its diversity and range. Complexity suffuses the text (the word is used many many times in different forms). However the editors offer a helpful journey through the text and and an invaluable summary of the similarities and differences between theoretical constructs, contexts and implications. There are many 'gems' to read in this book that shine a light on the potential and affordances of the exploitation of digital technologies and illustrate how research and theory together can add value to practice." (Professor Celia Hoyles, Institute of Education, University of London)
"The book is required reading for all those who seek to exploit the potential of digital technologies for teaching some of the most powerful, and difficult, creations of the human mind. It finally lays to rest the myth that teaching mathematics with digital technologies is somehow a merely marginal development of what it takes to teach in the pre-digital era. It similarly challenges the ubiquitous idea that the computer presence can, and should, replace the roles currently undertaken by the teacher, and that simply endowing classrooms with technology will somehow result in more effective learning. Drawing on a range of methodologies, theoretical frameworks, and specific technologies, the authors illustrate the complex interactions between pedagogy and knowledge, and draw conclusions for any who seek to understand, and to change, the practice of mathematics teaching." (Professor Richard Noss, London Knowledge Lab, Institute of Education, University of London.)
"The Mathematics Teacher in the Digital Era provides essential insights on a centrally important theme in today's mathematics education: harnessing the capabilities of technology for mathematics learning. The chapters move far beyond commonplace and superficial descriptions of teachers' changing role (e.g. the "guide on the side") to consider the processes by which teachers deeply integrate technology into the core of their classrooms, thereby developing and implementing innovative practices of teaching and learning mathematics. Throughout, the authors honor the difficulties, challenges, and obstacles to using technology well, and use their research to illuminate a realistic pathway for teacher professional development. In one convenient volume, this book gathers the key frameworks for making sense of how teacher and technology mutually adapt in order to use mathematical tools to their full potential, while illustrating, elaborating, and critiquing each framework based on sound research.The guidance in this state of the art volume should be in the hands of all who are working with mathematics teachers to realize the promise of technology for deeply advancing students' learning." (Jeremy Roschelle, Center for Technology in Learning , SRI International)
Editors and Affiliations
About the editors
Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities,when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.
Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
Bibliographic Information
Book Title: The Mathematics Teacher in the Digital Era
Book Subtitle: International Research on Professional Learning and Practice
Editors: Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair
Series Title: Mathematics Education in the Digital Era
DOI: https://doi.org/10.1007/978-3-031-05254-5
Publisher: Springer Cham
eBook Packages: Mathematics and Statistics, Mathematics and Statistics (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-031-05253-8Published: 03 March 2023
Softcover ISBN: 978-3-031-05256-9Published: 03 March 2024
eBook ISBN: 978-3-031-05254-5Published: 02 March 2023
Series ISSN: 2211-8136
Series E-ISSN: 2211-8144
Edition Number: 2
Number of Pages: XXX, 423
Number of Illustrations: 31 b/w illustrations, 84 illustrations in colour
Topics: Mathematics Education, Teaching and Teacher Education, Education, general