Abstract
New technologies are causing fundamental changes in the tools and in the contexts in which mathematics is used and applied. The affective consequences of these changes will be as varied as the tools and contexts. No single paper, or book for that matter, can be expected to account for the many changes in the affective dimensions of mathematical experience that will follow from the application of information technology in mathematics learning (Damarin, 1987). This chapter focuses on the “epicenter” of change that relates to the role of information technology as a highly flexible representational medium, one that provides new means of access to mathematical ideas and procedures and new means for representing relationships among ideas and procedures. Other important matters, such as the dynamic and interactive nature of electronic media, are not discussed directly. Additional important social-structure consequences of the use of technology (e.g., changes in group and classroom dynamics, social structure of classrooms, schools, or even formal schooling itself) are also beyond the scope of this chapter. Nonetheless, I hope that by focusing on only a few aspects of change, especially aspects that reflect my immediate experience with certain forms of computer use, I will be able to point to the scope and depth of the revolution that is beginning to take place in mathematics education.
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Kaput, J.J. (1989). Information Technologies and Affect in Mathematical Experience. In: McLeod, D.B., Adams, V.M. (eds) Affect and Mathematical Problem Solving. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3614-6_7
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DOI: https://doi.org/10.1007/978-1-4612-3614-6_7
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