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Task Design in a Paper and Pencil and Technological Environment to Promote Inclusive Learning: An Example with Polygonal Numbers

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Mathematics and Technology

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

Abstract

This paper discusses mathematical task design in a collaborative environment (the ACODESA teaching method), where activities with both paper and pencil and technology play a central role in learning mathematics. The use of problem situations under a sociocultural framework in the mathematics classroom requires careful mathematical task design to develop mathematical abilities in the classroom, promote diversified thinking, and achieve balance between pencil and paper and technological activities within an activity theory framework. While the task design approach examined in this paper is general, it is exemplified through mathematics teaching tasks appropriate for secondary school entry level.

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Notes

  1. 1.

    Acronym which comes from the French abbreviation of Apprentissage collaboratif, Débat scientifique, Autoréflexion.

  2. 2.

    Touchscreen s are used more and more in schools (see the chapter on this matter in Bairral et al., this volume ). The paper and pencil component can be converted to the use of an electronic notebook in the production of (not exclusively) institutional representations. Currently, there are some electronic devices, such as notebooks, that can be connected to an iPad for simultaneous use with other applications .

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Authors and Affiliations

  1. Département de mathématiques (GROUTEAM), Université du Québec à Montréal, Montréal, QC, Canada

    Fernando Hitt & Mireille Saboya

  2. Facultad de Ciencias, Universidad Michoacana de San Nicolás de Hidalgo, Morelia, México

    Carlos Cortés

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  1. Fernando Hitt
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  2. Mireille Saboya
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Correspondence to Fernando Hitt .

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Editors and Affiliations

  1. Laboratoire de recherche : S2HEP, EducTice - InstitutFrançais de l’Éducation - École Normale Supérieure de Lyon, Lyon, France

    Gilles Aldon

  2. Département de mathématiques (GROUTEAM), Université du Québec à Montréal, Montréal, Québec, Canada

    Fernando Hitt

  3. Dipartimento di Matematica, Università degli Studi di Torino, Torino, Italy

    Luciana Bazzini

  4. Fachbereich Erziehungswissenschaft und Psychologie, Freie Universität Berlin, Berlin, Germany

    Uwe Gellert

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Hitt, F., Saboya, M., Cortés, C. (2017). Task Design in a Paper and Pencil and Technological Environment to Promote Inclusive Learning: An Example with Polygonal Numbers. In: Aldon, G., Hitt, F., Bazzini, L., Gellert, U. (eds) Mathematics and Technology. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-51380-5_4

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  • DOI: https://doi.org/10.1007/978-3-319-51380-5_4

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