Digital technology in mathematics education: Why it works (or doesn’t)

Referencias

Artigue, M. (2002). Learning mathematics in a CAS environment: the genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274. Bakker, A. (2004). Design research in statistics education: on symbolizing and computer tools. Utrecht, The Netherlands: CD Bèta Press. Bakker, A., & Gravemeijer, K. P. E. (2006). An historical phenomenology of mean and median. Educational Studies in Mathematics, 62(2), 149-168. Bakker, A., & Hoffmann, M. H. G. (2005). Diagrammatic reasoning as the basis for developing concepts: semiotic analysis of students’ learning about statistical distribution. Educational Studies in Mathematics, 60(3), 333-358. Bikner-Ahsbahs, A., & Prediger, S. (2010). Networking of theories⎯an approach for exploiting the diversity of theoretical approaches. In B. Sriraman & L. English (Eds.), Theories of mathematics education: Seeking new frontiers (pp. 483-506). New York, NY: Springer. Bokhove, C. (2011). Use of ICT for acquiring, practicing and assessing algebraic expertise. Utrecht, The Netherlands: CD-Bèta press. Bokhove, C., & Drijvers, P. (2012). Effects of a digital intervention on the development of algebraic expertise. Computers & Education, 58(1), 197-208. Boon, P. (2009). A designer speaks: Designing educational software for 3D geometry. Educational Designer, 1(2). Retrieved from http://www.educational designer.org/ed/volume1/issue2/article7/ Burrill, G., Allison, J., Breaux, G., Kastberg, S., Leatham, K., & Sanchez, W. (Eds.). (2002). Handheld graphing technology in secondary mathematics: research findings and implications for classroom practice. Dallas, TX: Texas Instruments. Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. Cognition and Instruction, 21(1), 1-78. Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology, 26(1), 85-104. Doerr, H. M., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41(2), 143-163. Doorman, M., Drijvers, P., Gravemeijer, K., Boon, P., & Reed, H. (2012). Tool use and the development of the function concept: from repeated calculations to functional thinking. International Journal of Science and Mathematics Education, 10(6), 1243-1267. Doorman, M., Drijvers, P., & Kindt, M. (1994). De grafische rekenmachine in het wiskundeonderwijs [The graphic calculator in mathematics education]. Utrecht, The Netherlands: CD-Bèta press. Drijvers, P. (2003). Learning algebra in a computer algebra environment. Design research on the understanding of the concept of parameter. Unpublished doctoral dissertation. Utrecht, The Netherlands: Freudenthal Institute. Retrieved from http://www.fi.uu.nl/~pauld/ dissertation. Drijvers, P. (2012). Teachers transforming resources into orchestrations. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to “lived” resources: mathematics curriculum materials and teacher development (pp. 265-281). New York, NY/Berlin, Germany: Springer. Drijvers, P., Boon, P., & Van Reeuwijk (2010). Algebra and technology. In P. Drijvers (Ed.), Secondary algebra education. Revisiting topics and themes and exploring the unknown (pp. 179-202). Rotterdam, The Netherlands: Sense. Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213-234. Drijvers, P., Godino, J. D., Font, D., & Trouche, L. (2012). One episode, two lenses. A reflective analysis of student learning with computer algebra from instrumental and onto-semiotic perspectives. Educational Studies in Mathematics, 82(1), 23-49. Drijvers, P., & Trouche, L. (2008). From artifacts to instruments: a theoretical framework behind the orchestra metaphor. In G. W. Blume & M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Volume 2. Cases and perspectives (pp. 363-392). Charlotte, NC: Information Age. Freudenthal, H. (1991). Revisiting mathematics education. China lectures. Dordrecht, The Netherlands: Kluwer. Fuglestad, A. B. (2007). Teaching and teachers’ competence with ICT in mathematics in a community of inquiry. In T. Y. Tso (Ed.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 249-258). Seoul, Korea: PME. Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199-218. Guin, D., & Trouche, L. (1999). The complex process of converting tools into mathematical instruments. The case of calculators. The International Journal of Computers for Mathematical Learning, 3(3), 195-227. Heid, M. K. (1988). Resequencing skills and concepts in applied calculus using the computer as a tool. Journal for Research in Mathematics Education, 19(1), 3-25. Hoyles, C., & Lagrange, J.-B. (Eds.). (2010). Mathematics education and technology⎯ Rethinking the terrain. New York, NY/Berlin, Germany: Springer. Jaworski B. (2006). Theory and practice in mathematics teaching development: critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187-211. Kieran, C., & Drijvers, P. (2006). The co-emergence of machine techniques, paper-and-pencil techniques, and theoretical reflection: a study of CAS use in secondary school algebra. International Journal of Computers for Mathematical Learning, 11(2), 205-263. Kieran, C., & Drijvers, P. (2012, May). The didactical triad of theoretical framework, mathematical topic, and digital tool in research on learning and teaching. Paper presented at the Colloque Hommage à Michèle Artigue, Paris, France. Retrieved from https://docs.google.com/file/d/0B7H9DyVUr481 Mk40WFhSd0FwdXc/edit?pli=1 Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740-762. Lagrange, J.-B. (2000). L’intégration d’instruments informatiques dans l’enseignement: une approche par les techniques. Educational Studies in Mathematics, 43(1), 1-30. Monaghan, J. (2005, October). Computer algebra, instrumentation and the anthropological approach. Paper Presented at the 4th CAME Conference, Virginia, VA. Retrieved from http://www.lkl.ac.uk/research/came/events/CAME 4 /index.html. National Council of Teachers of Mathematics. (2008). The role of technology in the teaching and learning of mathematics. Retrieved from http://www.nctm.org/uploadedFiles/About_NCTM/Position_Statements/Technology%20final.pdf Papert, S. (1980). Mindstorms: children, computers, and powerful ideas. New York, NY: Basic Books. Pea, R. (1987). Cognitive technologies for mathematics education. In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 89-122). Hillsdale, NJ: Lawrence Erlbaum. Peirce, C. S. (1931-1935). Collected Papers of Charles Sanders Peirce. Cambridge, MA: Harvard University Press. Pierce, R., & Ball, L. (2009). Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes. Educational Studies in Mathematics, 71(3), 299-317. Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. Technology, Knowledge and Learning, 15(1), 1-20. Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill. Ruthven, K. (2007). Teachers, technologies and the structures of schooling. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the V Congress of the European Society for Research in Mathematics Education CERME5 (pp. 52-67). Larnaca, Cyprus: University of Cyprus. Ruthven, K. & Hennessy, S. (2002). A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning. Educational Studies in Mathematics, 49(1), 47-88. Sabra, H. (2011). Contribution à l'étude du travail documentaire des enseignants de mathématiques: les incidents comme révélateurs des rapports entre documentations individuelle et communautaire. [Contribution to the study of documentary work of mathematics teachers: incidents as indicators of relations between individual and collective documentation.] Unpublished doctoral dissertation. Lyon, France: Université Claude Bernard Lyon 1. Trouche, L. (2004). Managing complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9(3), 281-307. Trouche, L., & Drijvers, P. (2010). Handheld technology: flashback into the future. ZDM, The International Journal on Mathematics Education, 42(7), 667-681. Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge⎯a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. Wenger, E. (1998). Communities of practice: learning, meaning, and identity. New York, NY: Cambridge University Press. Wijers, M., Jonker, V., & Drijvers, P. (2010). MobileMath: exploring mathematics outside the classroom. ZDM, The International Journal on Mathematics Education, 42(7), 789-799.