Modelling with mathematics and technologies

Williams, Julian and Goos, Merrilyn (2013). Modelling with mathematics and technologies. In M. A. (Ken) Clements, Alan J. Bishop, Christine Keitel, Jeremy Kilpatrick and Frederick K. S. Leung (Ed.), Third International Handbook of Mathematics Education (pp. 549-569) New York, NY, United States: Springer. doi:10.1007/978-1-4614-4684-2

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Author Williams, Julian
Goos, Merrilyn
Title of chapter Modelling with mathematics and technologies
Title of book Third International Handbook of Mathematics Education
Place of Publication New York, NY, United States
Publisher Springer
Publication Year 2013
Sub-type Research book chapter (original research)
DOI 10.1007/978-1-4614-4684-2
Open Access Status
Series Springer International Handbooks of Education
ISBN 9781461446835
Editor M. A. (Ken) Clements
Alan J. Bishop
Christine Keitel
Jeremy Kilpatrick
Frederick K. S. Leung
Volume number 27
Chapter number 18
Start page 549
End page 569
Total pages 21
Total chapters 31
Collection year 2014
Language eng
Abstract/Summary This chapter seeks to provide an integrating theoretical framework for understanding the somewhat disparate and disconnected literatures on “modelling” and “technology” in mathematics education research. From a cultural–historical activity theory, neo-Vygtoskian perspective, mathematical modelling must be seen as embedded within an indivisible, molar “whole” unit of “activity.” This notion situates “technology”—and mathematics, also—as an essential part or “moment” of the whole activity, alongside other mediational means; thus it can only be fully understood in relation to all the other moments. For instance, we need to understand mathematics and technology in relation to the developmental needs and hence the subjectivity and “personalities” of the learners. But, then, also seeing learning as joint teaching–learning activity implies the necessity of understanding the relation of these also to the teachers, and to the wider institutional and professional and political contexts, invoking curriculum and assessment, pedagogy and teacher development, and so on. Historically, activity has repeatedly fused mathematics and technology, whether in academe or in industry: this provides opportunities, but also problems for mathematics education. We illustrate this perspective through two case studies where the mathematical-technologies are salient (spreadsheets, the number line, and CAS), which implicate some of these wider factors, and which broaden the traditional view of technology in social context.
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2014 Collection
School of Education Publications
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Created: Mon, 22 Jul 2013, 12:01:26 EST by Claire Backhouse on behalf of School of Education