Digital Technology in Mathematics Education: Why It Works (Or Doesn’t)
The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool’s pedagogical potential, the role of the teacher and the educational context.
KeywordsDidactical function Digital technology Instrumentation
I thank Arthur Bakker, Vincent Jonker, Carolyn Kieran, Hussein Sabra and Luc Trouche for their helpful comments on the draft version of this paper.
- Bakker, A. (2004). Design research in statistics education: On symbolizing and computer tools. Dissertation. CD Bèta Press, Utrecht.Google Scholar
- Bokhove, C. (2011). Use of ICT for acquiring, practicing and assessing algebraic expertise. Dissertation. CD-Bèta press, Utrecht.Google Scholar
- Boon, P. (2009). A designer speaks: Designing educational software for 3D geometry. Educational Designer, 1(2). Retrieved June 19, 2012, from http://www.educationaldesigner.org/ed/volume1/issue2/article7/.
- Burrill, G., Allison, J., Breaux, G., Kastberg, S., Leatham, K., & Sanchez, W. (Eds.). (2002). Handheld graphing technology in secondary mathematics: Research findings and implications for classroom practice. Dallas, TX: Texas Instruments.Google Scholar
- Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology, 26(1), 85–104.Google Scholar
- Doorman, M., Drijvers, P., & Kindt, M. (1994). De grafische rekenmachine in het wiskundeonderwijs [The graphic calculator in mathematics education]. Utrecht: CD-Bèta press.Google Scholar
- Drijvers, P. (2003). Learning algebra in a computer algebra environment. Design research on the understanding of the concept of parameter. Dissertation. Freudenthal Institute, Utrecht. Retrieved from http://www.fi.uu.nl/pauld/dissertation.
- Drijvers, P. (2012). Teachers transforming resources into orchestrations. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to ‘lived’ resources: Mathematics curriculum materials and teacher development (pp. 265–281). New York/Berlin: Springer.Google Scholar
- Drijvers, P., Boon, P., & Van Reeuwijk (2010a). Algebra and technology. In P. Drijvers (Ed.), Secondary algebra education, Revisiting topics and themes and exploring the unknown (pp. 179–202). Rotterdam: Sense.Google Scholar
- Drijvers, P., & Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. In G. W. Blume & M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics (Vol. 2, pp. 363–392)., Cases and perspectives Charlotte, NC: Information Age.Google Scholar
- Freudenthal, H. (1991). Revisiting mathematics education, China lectures. Dordrecht: Kluwer.Google Scholar
- Fuglestad, A. B. (2007). Teaching and teachers’ competence with ICT in mathematics in a community of inquiry. In Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (pp. 2-249–2-258). Seoul, Korea.Google Scholar
- Hoyles, C., & Lagrange, J.-B. (Eds.). (2010). Mathematics education and technology—Rethinking the terrain. New York/Berlin: Springer.Google Scholar
- Kieran, C., & Drijvers, P. (2012). The didactical triad of theoretical framework, mathematical topic, and digital tool in research on learning and teaching. Paper presented at the Colloque Hommage à Michèle Artigue, Paris, May 31, 2012.Google Scholar
- Monaghan, J. (2005). Computer Algebra, instrumentation and the Anthropological Approach. Paper Presented at the 4th CAME Conference, October 2005. http://www.lonklab.ac.uk/came/events/CAME4/index.html. Accessed April 7, 2012.
- National Council of Teachers of Mathematics (2008). The role of technology in the teaching and learning of mathematics. http://www.nctm.org/about/content.aspx?id%BC14233.
- Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.Google Scholar
- Pea, R. (1987). Cognitive technologies for mathematics education. In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 89–122). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
- Peirce, C. S. (1931–1935). Collected papers of charles sanders peirce. Cambridge, MA: Harvard University Press.Google Scholar
- Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. Technology, Knowledge and Learning, 15(1), 1–20.Google Scholar
- Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.Google Scholar
- Ruthven, K. (2007). Teachers, technologies and the structures of schooling. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the V Congress of the European Society for Research in Mathematics Education CERME5 (pp. 52–67). Larnaca, Cyprus: University of Cyprus.Google Scholar
- Sabra, H. (2011). Contribution à l’étude du travail documentaire des enseignants de mathématiques: les incidents comme révélateurs des rapports entre documentations individuelle et communautaire. [Contribution to the study of documentary work of mathematics teachers: incidents as indicators of relations between individual and collective documentation.] Dissertation. Lyon: Université Claude Bernard Lyon 1.Google Scholar