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The Mathematics Teacher in the Digital Era

An International Perspective on Technology Focused Professional Development

  • Alison Clark-Wilson
  • Ornella Robutti
  • Nathalie Sinclair

Part of the Mathematics Education in the Digital Era book series (MEDE, volume 2)

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair
    Pages 1-10
  3. Current Practices and Opportunities for Professional Development

  4. Instrumentation of Digital Resources in the Classroom

  5. Theories on Theories

    1. Front Matter
      Pages 345-345
    2. Ferdinando Arzarello, Ornella Robutti, Cristina Sabena, Annalisa Cusi, Rossella Garuti, Nicolina Malara et al.
      Pages 347-372
    3. Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair
      Pages 395-401
  6. Back Matter
    Pages 403-417

About this book

Introduction

This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts.

In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections:

  • An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory).
  • A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues.
  • Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements  

Keywords

digital technology in mathematics educational technology educational technology for mathematics mathematics education mathematics teacher mathematics teaching practice professional development mathematics teacher teaching mathematics technology-mediated classroom practices

Editors and affiliations

  • Alison Clark-Wilson
    • 1
  • Ornella Robutti
    • 2
  • Nathalie Sinclair
    • 3
  1. 1.London Knowledge Lab, Institute of EducationUniversity of LondonLondonUnited Kingdom
  2. 2.Departimento di MatematicaUniversita' di TorinoTurinItaly
  3. 3.Simon Fraser University Fac. EducationBurnabyCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-007-4638-1
  • Copyright Information Springer Science+Business Media Dordrecht 2014
  • Publisher Name Springer, Dordrecht
  • eBook Packages Mathematics and Statistics
  • Print ISBN 978-94-007-4637-4
  • Online ISBN 978-94-007-4638-1
  • Series Print ISSN 2211-8136
  • Series Online ISSN 2211-8144
  • Buy this book on publisher's site