Engaging with Mathematics in the Digital Age

Referencias

Bakker, A., Kent, P., Noss, R. & Hoyles, C. (2009). Alternative representations of statistical measures in computer tools to promote communication between employees in automotive manufacturing. Technology Innovations in Statistics Education, 3(2). Bellos, A. (2014) How Not to Be Wrong: The Hidden Maths of Everyday Life by Jordan Ellenberg – review. The Guardian. http://www.theguardian.com/books/2014/jun/13/how-not-tobe- wrong-hidden-maths-jordan-ellenberg-review Clark-Wilson, A., Hoyles, C., Noss, R., Vahey, P. & Roschelle, J. (2015) Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices. ZDM Mathematics Education: 47 Clark-Wilson, A., Hoyles, C., & Noss, R. (2015). Conceptualising the scaling of mathematics teachers’ professional development concerning technology. 9th Congress of European Research on Mathematics Education, Prague, Czech Republic. 4th - 8th February 2015. Coburn, C. (2003). Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change. Educational Researcher, 32(6), 3-12. Diener, C.I, Dweck, C.S. (1980) An analysis of learned helplessness: II. The processing of success Journal of Personality and Social Psychology, 39 (1980), pp. 940–952) Drijvers, P, Kieran, C & Mariotti M et al (2011) Integrating Technology into Mathematics Education: Theoretical Perspectives in Hoyles. C & Lagrange J-B (eds) (2009) Mathematics Education and Technology- Rethinking the terrain Springer Chapter 7 pp 89- 132. Education Endowment Foundation (2014) ‘Scratchmaths’ research project, http://educationendow mentfoundation.org.uk/projects/scratch-programming/ accessed 27th March 2015 EPSRC (2012) ‘Deloitte Report’ - Measuring the Economic Benefits of Mathematical Science Research in the UK - http://www.epsrc.ac.uk/newsevents/news/mathsciresearch/ Healy, L., & Kynigos, C. (2010). Charting the microworld territory over time: Design and construction in mathematics education. ZDM: The International Journal on Mathematics Education, 42(1), 63–76. Harel & S. Papert (eds.), (1991) Constructionism, pp. 269-394. New Jersey: Ablex Publishing Corporation. Hour of Code website http://hourofcode.com/us accessed 27th March 2015. Hoyles, C. Noss, R., Kent, P. & Bakker, A. (2010) Improving Mathematics at Work: The need for techno-mathematical literacies Routledge Hoyles, C. The proceedings of the Vth SIPEM (2012) Petrópolis, Rio de Janeiro Sociedade Brasileira de Educação Matemática – SBEM pp 1-12 Hoyles, C., & Lagrange, J.B. (Eds.), (2009) Mathematics education and technology: Rethinking the terrain (pp. 89-132). New York: Springer. Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2013) Mathematics in the Workplace: Issues and Challenges in Damlamian, A., Rodrigues, J.F., Strässer, R. (eds.), Educational interfaces between mathematics and industry: report on an ICMI-ICIAM-study, pp. 43 – 51 New ICMI study series, pp. 43 - 51 Hoyles, C., Noss, R., Roschelle, J. & Vahey, P. (2013) Cornerstone Mathematics: Designing Digital Technology for Teacher Adaptation and Scaling. International Journal on Mathematics Education (ZDM), 45 (7). p. 1057. ISSN 1863-9690. Hung, D., Lim, K., & Huang, D. (2010). Extending and scaling technology-based innovations through research: The case of Singapore. In Organisation for Economic Co-operation and Development (Ed.), Inspired by Technology, Driven by Pedagogy [electronic resource]: A Systemic Approach to Technology-Based School Innovations (pp. 89-102): OECD Publishing. Institute of Mathematics and its applications (2011) Advancing the Digital Arts (report). http://www. ima.org.uk/viewItem.cfm-cit_id=383289.html Institute of Mathematics and its applications. Mathematics Matters. http://www.ima.org.uk/i_love_ maths/mathematics_matters.cfm.html Jenkins, S. (2014) For Britain’s pupils, maths is even more pointless than Latin. Guardian. http://www.theguardian.com/commentisfree/2014/feb/18/maths-more-pointless-than-latin-brit ish-pupils-china Noss, R. & Hoyles, C. (1996) Windows on Mathematical Meanings: Learning Cultures and Computers. Dordrecht: Kluwer Academic Publishers. Papert, S & Harel I. (1991) Preface, Situating Constructionism, in Harel & S. Papert (Eds), Constructionism, Research reports and essays, 1985-1990 (p. 1), Norwood NJ. Resnick, M . (2012) Mother’s Day, Warrior Cats, and Digital Fluency, Stories for the Scratch online Community, Proceedings of Constructionism 2012 Educational Technology Lab pp 52- 58 Roesken-Winter, B. Hoyles C & Blömeke, S. Evidence-based CPD: Scaling up sustainable interventions, ZDM Mathematics Education (2015) 47:1–12 Scratch website https://scratch.mit.edu/ accessed 27th March 2015. Vahey, P., Knudsen, J., Rafanan, K. & Lara-Meloy, T. (2013). Curricular Activity Systems Supporting the Use of Dynamic Representations to Foster Students’ Deep Understanding of Mathematics. In C. Mouza and N. Lavigne (Eds.). Emerging Technologies for the Classroom, pp. 15 – 30. Springer, NY. Weir, S. (1987). Cultivating Minds: A Logo Casebook. London: Harper