Abstract
Improving the quality of teaching and learning by effective use of technology is a common goal that brings together teachers, researchers, students and, more widely, other citizens. However, the roads leading to this goal are often quite different. What are the main changes, for teachers, for students and in the interactions between students and teachers? Different theoretical frameworks provide tools to analyse and understand what happens in the classroom: multirepresentation and multimodality; instrumental and documentational genesis; role of technology in an experimental part of mathematics, didactical incidents. Starting from experiments, this chapter shows how these frameworks can be combined to analyse the role of technology, the difficulties and some success in mathematics education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Παιδεια from παιδοσ: child and αγειν: to lead; literally to lead children through the city. The word pedagogy has the same root.
- 2.
“Thoughts without content are void; intuitions without conceptions, blind. Hence it is as necessary for the mind to make its conceptions sensuous (that is, to join to them the object in intuition), as to make its intuitions intelligible (that is, to bring them under conceptions).” (Translation by J.M.D. Meiklejohn; http://www.gutenberg.org/files/4280/4280-h/4280-h.htm)
- 3.
Despite this intention, an observer in a class observation is always a perturbation which needs to be taken into account. The “outside incidents” described above are very often related to the observer’s presence or to the sound or video recording material.
- 4.
This situation has been developed in the EdUmatics project, 50,324-UK-2009-COMENIUS-CMP; European Development for the Use of Mathematics Technology in Classrooms, http://www.edumatics.eu
References
Aldon, G. (2010). Handheld calculators between instrument and document. ZDM – The International Journal on Mathematics Education, 42(7), 733–745.
Aldon, G. (2011). Interactions didactiques dans la classe de mathématiques en environnement numérique: construction et mise à l’épreuve d’un cadre d’analyse exploitant la notion d’incident. Unpublished PhD thesis, Université de Lyon, Lyon. https://tel.archives-ouvertes.fr/tel-00679121.
Aldon, G. (2014). Didactic incidents: A way to improve the professional development of mathematics teachers. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era: An international perspective on technology focused professional development (pp. 319–343). Dordrecht: Springer.
Aldon, G., Cahuet, P.-Y., Durand-Guerrier, V., Front, M., Krieger, D., Mizony, M., & Tardy, C. (2010). Expérimenter des problèmes de recherche innovants en mathématiques à l’école (CD-Rom). Lyon: INRP.
Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7, 245–274.
Artigue, M., & Bardini, C. (2010). New didactical phenomena prompted by TI-NSPIRE specificities: The mathematical component of the instrumentation process. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the sixth congress of the european society for research in mathematics education (pp. 1171–1180). Lyon: Institut National de Recherche Pédagogique.
Arzarello, F., & Robutti, O. (2010). Multimodality in multi-representational environments. ZDM – The International Journal on Mathematics Education, 42(7), 715–731.
Duval, R. (1991). Structure du raisonnement déductif et apprentissage de la démonstration. Educational Studies in Mathematics, 22(3), 233–261.
Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218.
Gueudet, G., & Trouche, L. (2010). Ressources vives. Le travail documentaire des professeurs en mathématiques. Rennes: PUR & Lyon/INRP.
Kant, I. (1781). Critik der reinen Vernunft. http://www.deutschestextarchiv.de. Accessed 7 Sept 2013.
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. 237–269). Dordrecht: Kluwer.
Luther, M. (1904). The life of Luther, written by himself, collected and arranged by M. Michelet translated by William Hazlitt. London: George Bell & Sons.
Maschietto, M., & Trouche, L. (2010). Mathematics learning and tools from theoretical, historical and practical points of view: The productive notion of mathematics laboratories. ZDM – The International Journal on Mathematics Education, 42(1), 33–47.
Montaigne, M. (1854). Essais. Paris: Firmin-Didot.
Morency, L.-P., Oviatt, S., Scherer, S., Weibel, N., & Worsley, M. (2013). ICMI 2013 grand challenge workshop on multimodal learning analytics. In Proceedings of the 15th ACM international conference on multimodal interaction (pp. 373–378). Sydney: ACM.
Pedauque, R. T. (2006). Le document à la lumière du numérique. Caen: C&F.
Prince, J. D. (1904). The code of Hammurabi. The American Journal of Theology, 8(3), 601–609.
Proust, C. (2012). Masters’ writings and students’ writings: School material in Mesopotamia. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to ‘lived’ resources: Mathematics curriculum materials and teacher development (pp. 161–180). Dordrecht: Springer.
Quine, W. O. (1960). Word and object. Cambridge: MIT Press.
Rabardel, P. (1995). L’homme et les outils contemporains. Paris: A. Colin.
Serres, M. (2012). Petite poucette. Paris: Le Pommier.
Siemens, G. (2012). Learning analytics: envisioning a research discipline and a domain of practice. Paper presented at the 2nd International Conference on Learning Analytics & Knowledge, 29 April–2 May, Vancouver, Canada. http://learninganalytics.net/LAK_12_keynote_Siemens.pdf Accessed 4 Sept 2013.
Trouche, L. (2004). Managing the 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.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Aldon, G. (2015). Technology and Education: Frameworks to Think Mathematics Education in the Twenty-First Century. In: Gellert, U., Giménez Rodríguez, J., Hahn, C., Kafoussi, S. (eds) Educational Paths to Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-15410-7_24
Download citation
DOI: https://doi.org/10.1007/978-3-319-15410-7_24
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-15409-1
Online ISBN: 978-3-319-15410-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)