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Digital Technology in Mathematics Education: Why It Works (Or Doesn’t)

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Abstract

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.

Keywords

Didactical function Digital technology Instrumentation 
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Notes

Acknowledgments

I thank Arthur Bakker, Vincent Jonker, Carolyn Kieran, Hussein Sabra and Luc Trouche for their helpful comments on the draft version of this paper.

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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Freudenthal Institute for Science and Mathematics EducationUtrecht UniversityUtrechtThe Netherlands

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