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Curriculum development --- Computer assisted instruction --- Audiovisual methods --- Didactics --- Didactics of mathematics --- onderwijstechnologie --- didactiek --- computerondersteund onderwijs --- curriculumontwikkeling --- wiskunde

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This book is an exploration of tools and mathematics and issues in mathematics education related to tool use. The book has four parts. The first part sets the scene with a reflection on doing a mathematical task with different tools, a mathematician's account of tool use in his work and historical considerations of tool use. The second part opens with a broad review of technology and intellectual trends, circa 1970, and continues with three case studies of approaches in mathematics education and the place of tools in these approaches. The third part considers issues related to mathematics instructions: curriculum, assessment and policy; the calculator debate; mathematics in the real world; and teachers' use of technology. The final part looks to the future and digital tools: task design; the importance of artefacts in gameplay; and new forms of activity via connectivity.

Teaching --- Didactics of mathematics --- didactiek --- onderwijs --- studeren --- opvoeding --- wiskunde --- account management --- lesgeven

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This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? As for the teachers, the book discusses the relationships between teachers’ individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students’ use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?

Mathematics --- Research. --- Education. --- Educational technology. --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- Study and Learning Skills. --- Educational Technology. --- Study and teaching. --- Mathematics. --- Study Skills. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- How to study --- Learning, Art of --- Method of study --- Study, Method of --- Study methods --- Life skills --- Math --- Science --- Education --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Learning process --- Comprehension --- Didactics --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Aids and devices --- Mathematical research

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While computational technologies are transforming the professional practice of mathematics, as yet they have had little impact on school mathematics. This pioneering text develops a theorized analysis of why this is and what can be done to address it. It examines the particular case of symbolic calculators (equipped with computer algebra systems) in secondary education. Drawing on a substantial program of French innovation and research, as well as closely related studies from Australia and the Netherlands, it provides rich illustrations of the many aspects of technology integration, and of the ways in which these are shaped at different levels of the educational institution. This text offers the first English-language exposition of how an innovative synthesis of the theories of instrumentation and didactics can be used to illuminate the complexities of technology integration. It offers important guidance for policy and practice through its analysis of the central role of the teacher and its identification of key principles for effective didactical design and management. These distinctive features make this book essential reading for researchers, teacher educators, and graduate students in mathematics education and technology in education, as well as for teachers of mathematics at upper-secondary and university levels. This is a revised, English-language edition of D. Guin & L. Trouche (Eds.) (2002) Calculatrices symboliques. Transformer un outil en un instrument de travail mathématique: un problème didactique (Editions La Pensée Sauvage, Grenoble).

Curriculum development --- Computer assisted instruction --- Audiovisual methods --- Didactics --- Didactics of mathematics --- onderwijstechnologie --- didactiek --- computerondersteund onderwijs --- curriculumontwikkeling --- wiskunde