Mathematics Education and Technology-Rethinking the Terrain

The 17th ICMI Study

  • Celia Hoyles
  • Jean-Baptiste Lagrange

Part of the New ICMI Study Series book series (NISS, volume 13)

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Design of Learning Environments and Curricula

    1. Front Matter
      Pages 14-14
    2. Celia Hoyles, Jean-Baptiste Lagrange
      Pages 1-11
    3. Celia Hoyles, Nathalie Sinclair
      Pages 15-17
    4. Jere Confrey, Celia Hoyles, Duncan Jones, Ken Kahn, Alan P. Maloney, Kenny H. Nguyen et al.
      Pages 19-45
    5. Keith Jones, Kate Mackrell, Ian Stevenson
      Pages 47-60
    6. Nathalie Sinclair, Ferdinando Arzarello, Maria Trigueros Gaisman, Maria Dolores Lozano, Valentina Dagiene, Emran Behrooz et al.
      Pages 61-78
  3. Learning and Assessing Mathematics with and through Digital Technologies

    1. Front Matter
      Pages 80-80
    2. Paul Drijvers, Maria-Alessandra Mariotti, John Olive, Ana Isabel Sacristán
      Pages 81-87
    3. Paul Drijvers, Carolyn Kieran, Maria-Alessandra Mariotti, Janet Ainley, Mette Andresen, Yip Cheung Chan et al.
      Pages 89-132
    4. John Olive, Katie Makar, Verónica Hoyos, Liew Kee Kor, Olga Kosheleva, Rudolf Sträßer
      Pages 133-177
    5. Ana Isabel Sacristán, Nigel Calder, Teresa Rojano, Manuel Santos-Trigo, Alex Friedlander, Hartwig Meissner et al.
      Pages 179-226
    6. Chris Sangwin, Claire Cazes, Arthur Lee, Ka Lok Wong
      Pages 227-250
  4. Teachers and technology

    1. Front Matter
      Pages 286-286
    2. Lulu Healy, Jean-Baptiste Lagrange
      Pages 287-292
    3. Anne Berit Fuglestad, Lulu Healy, Chronis Kynigos, John Monaghan
      Pages 293-310
    4. Merrilyn Goos, Sophie Soury-Lavergne, Teresa Assude, Jill Brown, Chow Ming Kong, Derek Glover et al.
      Pages 311-328
    5. Brigitte Grugeon, Jean-Baptiste Lagrange, Daniel Jarvis, Mara Alagic, Mili Das, Diana Hunscheidt
      Pages 329-345
  5. Implementation of Curricula: Issues of Access and Equity

    1. Front Matter
      Pages 348-348

About this book

Introduction

Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching.  The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence.

Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.

Keywords

Assessing Mathematics Computers mathematics Design Learning Environments Digital learning environments Enciclomedia ICMI 17 ICT Integrating Technology Mathematical Kno Software for Mathematical Modelling Technology for Geometries White Box-Black Box learning modeling

Editors and affiliations

  • Celia Hoyles
    • 1
  • Jean-Baptiste Lagrange
    • 2
  1. 1.Inst. EducationUniversity College LondonLondonUnited Kingdom
  2. 2.IUFM de ReimsReimsFrance

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4419-0146-0
  • Copyright Information Springer-Verlag US 2010
  • Publisher Name Springer, Boston, MA
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-1-4419-0145-3
  • Online ISBN 978-1-4419-0146-0
  • Series Print ISSN 1387-6872
  • About this book