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Technological Supports for Mathematical Thinking and Learning: Co-action and Designing to Democratize Access to Powerful Ideas

Chapter
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

The enterprise of understanding and supporting processes of mathematical cognition is both epistemologically deep and politically urgent. We cannot ignore that new technology-mediated learning environments have the potential to democratize access to powerful ideas. The importance of technology in this respect is bound up with the essential nature of mathematical objects as symbolic entities that can only be expressed and conjured up through the mediation of representations. A key question for the design of technology-enhanced learning environments is whether the cognitive tools—material and digital-symbolic—that have been developed in recent decades might offer learners access to modes of activity with disciplinary structures that have historically been achievable only by ‘maestros’ of the discipline. In this article we elaborate the construct of “co-action” as a means of describing humans’ mathematical interactions with the support of such tools.

Keywords

Technological infrastructure Co-action Collaboration Mathematical representations 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.CINVESTAV-IPNCDMXMexico
  2. 2.Vanderbilt UniversityNashvilleUSA

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