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Transitions Toward Digital Resources: Change, Invariance, and Orchestration

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Book cover The ‘Resource’ Approach to Mathematics Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in “networking” theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources.

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Notes

  1. 1.

    This section also mentions “documentational genesis.” Sect. 12.4 below considers the Documentational Approach to Didactics. The processes governing instrumental genesis and documentational genesis are similar, although the underlying artifacts these processes work on differ.

  2. 2.

    Our translation.

  3. 3.

    Concerning the question of knowledge and skills mobilized in a broader perspective of resource use (not only with digital resources), reference can be made to the work of Working Group 3: “Instrumentation, skills, design capacity, expertise”; see Chap. 4 of this book, “Documentation Work, Design Capacity, and Teachers’ Expertise in Designing Instruction.”

  4. 4.

    See Hoyles & Noss (1992) for an explication of this term.

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Authors and Affiliations

  1. Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

    Paul Drijvers & Marianne van Dijke-Droogers

  2. CAA - Núcleo de Formação Docente, Federal University of Pernambuco, Caruaru, PE, Brazil

    Verônica Gitirana & Rosilângela Lucena

  3. Agder University, Kristiansand, Norway

    John Monaghan, Said Hadjerrouit & Anders Støle Fidje

  4. University of Leeds, Leeds, UK

    John Monaghan

  5. Recep Tayyip Erdogan University, Rize, Turkey

    Samet Okumus

  6. CREAD: Center of Research on Education, Learning and Didactic, University Rennes 2, Rennes, France

    Sylvaine Besnier

  7. Cerenus Pfeiffer, Stellenbosch University, Stellenbosch, South Africa

    Cerenus Pfeiffer

  8. S2HEP (EA4148), IREM, Claude Bernard Lyon 1 University, Lyon, France

    Christian Mercat & Pedro Lealdino Filho

  9. University of Nebraska-Lincoln, Lincoln, NE, USA

    Amanda Thomas

  10. PUC/SP – Pontifíce Catholic University of São Paulo, São Paulo, Brazil

    Danilo Christo & Sonia Igliori

  11. Federal University of Pernambuco, Recife, Brazil

    Franck Bellemain, Rogério da Silva Ignácio, Rafael Marinho de Albuquerque, Ricardo Tibúrcio & Anderson Rodrigues

  12. University of Bari Aldo Moro, Bari, Italy

    Eleonora Faggiano

  13. Cinvestav-IPN, Centre for Research and Advanced Studies, Mexico City, Mexico

    José Orozco-Santiago & Freddy Yesid Villamizar Araque

  14. University of Johannesburg, Johannesburg, South Africa

    Mdutshekelwa Ndlovu

  15. Ben-Gurion University of the Negev, Beer Sheva, Israel

    Osama Swidan

  16. Bursa Uludağ University, Bursa, Turkey

    Tuğçe Kozaklı Ülger

  17. Instituto Politécnico de Viana do Castelo, Viana do castelo, Portugal

    Elisabete Cunha

  18. University of Laval, Quebec City, Canada

    Gael Nongni

  19. Achva Academic College, Arugot, Israel

    Elena Naftaliev

  20. National and Kapodistrian University of Athens, Athens, Greece

    Giorgos Psycharis

  21. Paris 8 University, Saint-Denis, France

    Tiphaine Carton

  22. University College Copenhagen, Copenhagen, Denmark

    Charlotte Krog Skott

  23. Universidad Academia Humanismo Cristiano, Santiago, Chile

    Jorge Gaona

  24. State University of Feira de Santana, Feira de Santana, Brazil

    José Vieira do Nascimento Júnior

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  1. Paul Drijvers
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  32. José Vieira do Nascimento Júnior
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  34. Anderson Rodrigues
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Correspondence to Verônica Gitirana .

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Editors and Affiliations

  1. Institut Français de l’Education, Ecole Normale Supérieure de Lyon, Lyon, France

    Luc Trouche

  2. CREAD, ESPE Bretagne, Université de Bretagne Occidentale, RENNES, France

    Ghislaine Gueudet

  3. Eindhoven School of Education- ESoE, Eindhoven University of Technology- TU/e, Eindhoven, The Netherlands

    Birgit Pepin

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Drijvers, P. et al. (2019). Transitions Toward Digital Resources: Change, Invariance, and Orchestration. In: Trouche, L., Gueudet, G., Pepin, B. (eds) The ‘Resource’ Approach to Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-20393-1_12

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