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Digital Technology and Mathematics Education: The Teacher Perspective in Mathematics Education Research—A Long and Slow Journey Still Unfinished

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The Didactics of Mathematics: Approaches and Issues

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Abstract

This chapter delineates Michèle Artigue’s research-trajectory from the perspective of the teacher’s practice and teacher education involving the use of digital technologies. Three main episodes of this trajectory are outlined: teachers’ practices in the classroom and how they are impacted by the use of technologies; developments of these practices over the time and the process of genesis of technology uses; teacher education as a key factor of the evolution of technologies integration in educational systems. For each episode, Michèle Artigue’s specific contribution and the issues she raised are first put forward, then a synthetic overview of research studies tackling these same issues and how they extended in the field is presented and relevant research in the domain are also highlighted.

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Notes

  1. 1.

    The title of the chapter is inspired by a wording used by Artigue (2012, p. 25).

  2. 2.

    Genèses d’Usages Professionnels des Technologies Numériques chez les Enseignants.

  3. 3.

    See for example the Conference on international approaches to scaling up professional development in maths and science education, December 2014 in Essen, Germany.

  4. 4.

    This session was coordinated together with Colette Laborde; special thanks to her.

  5. 5.

    The original French title is: La formation technologique des enseignants: un défi majeur.

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Authors and Affiliations

  1. LDAR, University of Cergy-Pontoise & University of Paris-Diderot, Paris, France

    Maha Abboud-Blanchard

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  1. Maha Abboud-Blanchard
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Correspondence to Maha Abboud-Blanchard .

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Editors and Affiliations

  1. Département de mathématiques et de statistique, Université Laval, Québec, Québec, Canada

    Bernard R Hodgson

  2. Laboratoire de Didactique André Revuz (EA 4434), Université Paris Diderot, Paris, France

    Alain Kuzniak

  3. Laboratoire de Didactique André Revuz (EA 4434), Université Champagne-Ardennes, Reims, France

    Jean-Baptiste Lagrange

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Abboud-Blanchard, M. (2016). Digital Technology and Mathematics Education: The Teacher Perspective in Mathematics Education Research—A Long and Slow Journey Still Unfinished. In: Hodgson, B., Kuzniak, A., Lagrange, JB. (eds) The Didactics of Mathematics: Approaches and Issues. Springer, Cham. https://doi.org/10.1007/978-3-319-26047-1_7

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  • DOI: https://doi.org/10.1007/978-3-319-26047-1_7

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  • Online ISBN: 978-3-319-26047-1

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