Mathematical knowledge and practices resulting from access to digital technologies

Olive, John and Makar, Katie (2010). Mathematical knowledge and practices resulting from access to digital technologies. In C. Hoyles and J-B. Lagrange (Ed.), Mathematics Education and Technology - Rethinking the Terrain (pp. 133-178) New York, United States: Springer. doi:10.1007/978-1-4419-0146-0_8

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Author Olive, John
Makar, Katie
Title of chapter Mathematical knowledge and practices resulting from access to digital technologies
Title of book Mathematics Education and Technology - Rethinking the Terrain
Place of Publication New York, United States
Publisher Springer
Publication Year 2010
Sub-type Research book chapter (original research)
DOI 10.1007/978-1-4419-0146-0_8
Year available 2009
Series New ICMI Study Series
ISBN 9781441901453
9781441901460
Editor C. Hoyles
J-B. Lagrange
Volume number 13
Chapter number 8
Start page 133
End page 178
Total pages 46
Total chapters 23
Collection year 2010
Subjects B1
93 Education and Training
13 Education
Abstract/Summary Through an extensive review of the literature we indicate how technology has influenced the contexts for learning mathematics, and the emergence of a new learning ecology that results from the integration of technology into these learning contexts. Conversely, we argue that the mathematics on which the technologies are based influences their design, especially the affordances and constraints for learning of the specific design. The literature indicates that interactions among students, teachers, tasks, and technologies can bring about a shift in empowerment from teacher or external authority to the students as generators of mathematical knowledge and practices; and that feedback provided through the use of different technologies can contribute to students’ learning. Recent developments in dynamic technologies have the potential to promote new mathematical practices in different contexts: for example, dynamic geometry, statistical education, robotics and digital games. We propose a transformation of the traditional didactic triangle into a didactic tetrahedron through the introduction of technology and conclude by restructuring this model so as to redefine the space in which new mathematical knowledge and practices can emerge.
Keyword Mathematical knowledge
Mathematical practices
Dynamic technologies
Learning ecologies
Didactic triangle
Didactic tetrahedron
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Verónica Hoyos, Liew Kee Kor, Olga Kosheleva and Rudolf Sträßer were part of the discussion group.

 
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Created: Thu, 10 Dec 2009, 11:46:49 EST by Rebecca Donohoe on behalf of School of Education