Skip to main content
SpringerLink
Log in
Book cover

The Mathematics Teacher in the Digital Era pp 1–10Cite as

Introduction

  • Chapter
  • First Online:

  • 2382 Accesses

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

Abstract

Teacher education is an important issue for society and it is framed within cultural, social, political and historical contexts. In recent years international research in mathematics education has offered a range of theoretical perspectives that provide different and interrelated frames and viewpoints (Ball and Bass 2003; Clark and Hollingworth 2002; Davis and Simmt 2006; Jaworski 1998; Wood 2008). The role of digital technologies within this discourse has an increasing relevance as the society and government place demands on teachers to integrate technology into their classroom practices so that students can experience its potential as a powerful learning tool (Drijvers et al. 2010; Lagrange et al. 2003; Trouche 2004).

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    * Log in with ISBN 978-94-007-4638-1.

  2. 2.

    * Log in with ISBN 978-94-007-4638-1.

References

  • Ball, D. L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group Edmonton (pp. 3–14). Alberta: CMESG/GDEDM.

    Google Scholar 

  • Chevallard, Y. (1985). Transposition Didactique du Savoir Savant au Savoir Enseigné. Grenoble: La Pensée Sauvage Éditions.

    Google Scholar 

  • Chevallard, Y. (1992). Concepts fondamentaux de la didactique: perspectives apportées par une approche anthropologique. Recherches en Didactique des Mathématiques, 12(1), 73–112.

    Google Scholar 

  • Chevallard, Y. (1999). L’analyse des pratiques enseignantes en théorie anthropologique du didactique. Recherches en Didactique des Mathématiques, 19(2), 221–266.

    Google Scholar 

  • Clark, D., & Hollingworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947–967.

    Article  Google Scholar 

  • Davis, B., & Simmt, E. (2006). Mathematics-for-teaching: An ongoing investigation of the mathematics that teachers (need to) know. Educational Studies in Mathematics, 61(3), 293–319.

    Article  Google Scholar 

  • Drijvers, P., Kieran, C., & Mariotti, M. A. (2010). Integrating technology into mathematics education: Theoretical perspectives. Mathematics education and technology-rethinking the terrain. New ICMI Study Series, 3(Part 2), 89–132.

    Google Scholar 

  • Jaworski, B. (1998). Mathematics teacher research: Process, practice and the development of teaching. Journal of Mathematics Teacher Education, 1, 3–31.

    Article  Google Scholar 

  • Lagrange, J.-B., Artigue, M., Laborde, C., & Trouche, L. (2003). Technology and mathematics education: A multidimensional study of the evolution of research and innovation. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 239–271). Dordrecht: Kluwer Academic.

    Google Scholar 

  • Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. London: Harvester Press.

    Google Scholar 

  • Pimm, D. (1983). Self images for a computer. Mathematics Teaching, 105, 40–43.

    Google Scholar 

  • Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.

    Article  Google Scholar 

  • Robert, A., & Rogalski, J. (2002). Le système complexe et coherent des pratiques des enseignants de mathématiques: une double approche. Revue canadienne de l’enseignement des sciences, des mathématiques et des technologies, 2(4), 505–528.

    Google Scholar 

  • Sinclair, N., & Jackiw, N. (2005). Understanding and projecting ICT trends in mathematics education. In S. Johnston-Wilder & D. Pimm (Eds.), Teaching secondary mathematics effectively with technology (pp. 235–252). Maidenhead: Open University Press.

    Google Scholar 

  • Trouche, L. (2004). Managing complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9, 281–307.

    Article  Google Scholar 

  • Wood, T. (Ed.). (2008). The international handbook of mathematics teacher education (Vol. 1–4). West Lafayette, USA: Purdue University/Sense.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. London Knowledge Lab, Institute of Education, University of London, 23-29 Emerald Street, London, WC1N 3QS, UK

    Alison Clark-Wilson

  2. Dipartimento di Matematica, Università di Torino, Via Carlo Alberto 10, Turin, 10123, Italy

    Ornella Robutti

  3. Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, V5A 1S6, BC, Canada

    Nathalie Sinclair

Authors
  1. Alison Clark-Wilson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ornella Robutti
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Nathalie Sinclair
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Alison Clark-Wilson .

Editor information

Editors and Affiliations

  1. London Knowledge Lab Institute of Education, University of London, London, UK

    Alison Clark-Wilson

  2. Dipartimento di Matematica, Università di Torino, Turin, Italy

    Ornella Robutti

  3. Faculty of Education, Simon Fraser University, Burnaby, BC, Canada

    Nathalie Sinclair

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Clark-Wilson, A., Robutti, O., Sinclair, N. (2014). Introduction. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4638-1_1

Download citation

Publish with us

Policies and ethics

Search

Navigation