Abstract
The integration of the Internet and interactive digital devices into mathematics education has been growing rapidly in recent years and has become essential during the COVID-19 pandemic. In this chapter, we describe how the internet is transforming the mathematics classroom. We use as references several reviews of the use of the internet in mathematics education settings made in recent years to determine how the field has evolved. Following mainly Engelbrecht et al. (ZDM 52:825–841, 2020) and Borba et al. (ZDM Math. Educ. 48:589–610, 2016), we support the building of the domain blended mathematics education, by addressing two main strands, social interaction and construction of knowledge or collaborative learning using digital technology and resources, tools, and new learning environments changing the relationships between mathematical knowledge, learners, and teachers. We describe these themes, also using examples of live presentations, (called LIVES). We discuss how these new forms of presentation contribute to the changing classroom and how they align with approaches such as MOOCs or the flipped classroom and introduce a new agenda in mathematics education.
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Borba, M.C., Engelbrecht, J., Llinares, S. (2021). Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education. In: Hollebrands, K., Anderson, R., Oliver, K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80230-1_2
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