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Technology Design in Mathematics Education

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Encyclopedia of Mathematics Education

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Introduction and Historical Background

The role of the teacher, educational context, and design are three key factors, called by Drjvers (2012) decisive and crucial to promote or hinder the successful integration of digital technology in mathematics education. By using the term “design,” the author means not only the design of digital technology involved but also the design of corresponding tasks and activities and the design of lessons and teaching, in general.

An appropriate design, according to the author, refers explicitly to the instrumental genesis model which considers co-emergence of technical mastery to use technology for solving mathematical problems and the genesis of mental schemes leading to conceptual understanding (Drjvers 2012). As such, the model seeks a match between didactical and pedagogical functionality in which digital tool is incorporated with the tool’s characteristics and affordances. It also emphasizes a priority of pedagogical and didactical considerations...

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Authors and Affiliations

  1. Faculté des sciences de l’éducation, Université de Moncton, Moncton, NB, Canada

    Viktor Freiman

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  1. Viktor Freiman
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Correspondence to Viktor Freiman .

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Editors and Affiliations

  1. South Bank University Centre for Mathematics Education, London, UK

    Steve Lerman

Section Editor information

  1. Department of Mathematical Sciences, The University of Montana, Missoula, MT, USA

    Bharath Sriraman

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Freiman, V. (2019). Technology Design in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-77487-9_155-3

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  • DOI: https://doi.org/10.1007/978-3-319-77487-9_155-3

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