Mathematics Education and Technology-Rethinking the Terrain The 17th ICMI Study PDF
Preview Mathematics Education and Technology-Rethinking the Terrain The 17th ICMI Study
New ICMI Study Series VOLUME 13 Published under the auspices of the International Commission on Mathematical Instruction under the general editorship of Michèle Artigue, President Bernard R. Hodgson, Secretary-General For other titles published in this series, go to www.springer.com/series/6351 Information on the ICMI Study program and on the resulting publications can be obtained at the ICMI website http://www.mathunion.org/ICMI/ or by contacting the ICMI Secretary- General, whose email address is available on that website. Celia Hoyles • Jean-Baptiste Lagrange Editors Mathematics Education and Technology-Rethinking the Terrain The 17th ICMI Study Editors Celia Hoyles Jean-Baptiste Lagrange London Knowledge Lab IUFM de Reims and Didirem Institute of Education Paris 7 University of London France London [email protected] UK [email protected] ISBN 978-1-4419-0145-3 e-ISBN 978-1-4419-0146-0 DOI 10.1007/978-1-4419-0146-0 Springer New York Dordrecht Heidelberg London Library of Congress Control Number: 2009936312 © Springer Science+Business Media, LLC 2010 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Contents 1 Introduction ................................................................................................ 1 Celia Hoyles and Jean-Baptiste Lagrange Section 1 Design of Learning Environments and Curricula 2 Introduction to Section 1 ........................................................................... 15 Celia Hoyles and Nathalie Sinclair 3 Designing Software for Mathematical Engagement through Modeling ....................................................................................... 19 Jere Confrey, Celia Hoyles, Duncan Jones, Ken Kahn, Alan P. Maloney, Kenny H. Nguyen, Richard Noss and Dave Pratt 4 Designing Digital Technologies and Learning Activities for Different Geometries ........................................................................... 47 Keith Jones, Kate Mackrell and Ian Stevenson 5 Implementing Digital Technologies at a National Scale ......................... 61 Nathalie Sinclair, Ferdinando Arzarello, Maria Trigueros Gaisman and Maria Dolores Lozano, with Valentina Dagiene, Emran Behrooz and Nicholas Jackiw Section 2 Learning and Assessing Mathematics with and through Digital Technologies 6 Introduction to Section 2 ........................................................................... 81 Paul Drijvers, Maria-Alessandra Mariotti, John Olive and Ana Isabel Sacristán v vi Contents 7 Integrating Technology into Mathematics Education: Theoretical Perspectives .......................................................................... 89 Paul Drijvers, Carolyn Kieran and Maria-Alessandra Mariotti, with Janet Ainley, Mette Andresen, Yip Cheung Chan, Thierry Dana-Picard, Ghislaine Gueudet, Ivy Kidron, Allen Leung and Michael Meagher 8 Mathematical Knowledge and Practices Resulting from Access to Digital Technologies ....................................................... 133 John Olive and Katie Makar, with Verónica Hoyos, Liew Kee Kor, Olga Kosheleva and Rudolf Sträßer 9 The Influence and Shaping of Digital Technologies on the Learning – and Learning Trajectories – of Mathematical Concepts ........................................................................... 179 Ana Isabel Sacristán, Nigel Calder, Teresa Rojano, Manuel Santos-Trigo, Alex Friedlander and Hartwig Meissner, with Michal Tabach, Luis Moreno and Elvia Perrusquía 10 Micro-level Automatic Assessment Supported by Digital Technologies .............................................................................................. 227 Chris Sangwin, Claire Cazes, Arthur Lee and Ka Lok Wong 11 Technology, Communication and Collaboration: Re-thinking Communities of Inquiry, Learning and Practice .................................. 251 Ruth Beatty and Vince Geiger Section 3 Teachers and Technology 12 Introduction to Section 3 ......................................................................... 287 Lulu Healy and Jean-Baptiste Lagrange 13 Working with Teachers: Context and Culture ...................................... 293 Anne Berit Fuglestad, Lulu Healy, Chronis Kynigos and John Monaghan 14 Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation ............................. 311 Merrilyn Goos and Sophie Soury-Lavergne, with Teresa Assude, Jill Brown, Chow Ming Kong, Derek Glover, Brigitte Grugeon, Colette Laborde, Zsolt Lavicza, Dave Miller and Margaret Sinclair 15 Teacher Education Courses in Mathematics and Technology: Analyzing Views and Options .................................... 329 Brigitte Grugeon, Jean-Baptiste Lagrange and Daniel Jarvis, with Mara Alagic, Mili Das and Diana Hunscheidt Contents vii Section 4 Implementation of Curricula: Issues of Access and Equity 16 Introduction to Section 4 ......................................................................... 349 Colleen Vale and Cyril Julie, with Chantal Buteau and Jim Ridgway 17 Some Regional Developments in Access and Implementation of Digital Technologies and ICT ............................................................. 361 Cyril Julie, Allen Leung, Nguyen Chi Thanh, Linda S. Posadas, Ana Isabel Sacristán and Alexei Semenov 18 Technology for Mathematics Education: Equity, Access and Agency ................................................................................................ 385 Helen J. Forgasz, Colleen Vale and Sonia Ursini 19 Factors Influencing Implementation of Technology-Rich Mathematics Curriculum and Practices ................................................ 405 Teresa Assude, Chantal Buteau and Helen J. Forgasz Section 5 Future Directions 20 Introduction to Section 5 ......................................................................... 423 Celia Hoyles and Jean-Baptiste Lagrange 21 Design for Transformative Practices ...................................................... 425 Douglas Butler, Nicholas Jackiw, Jean-Marie Laborde, Jean-Baptiste Lagrange and Michal Yerushalmy 22 Connectivity and Virtual Networks for Learning ................................. 439 Celia Hoyles, Ivan Kalas, Luc Trouche, Laurent Hivon, Richard Noss and Uri Wilensky 23 The Future of Teaching and Learning Mathematics with Digital Technologies ......................................................................... 463 Michèle Artigue Author Index .................................................................................................... 477 Subject Index .................................................................................................... 485 Contributors Janet Ainley School of Education, University of Leicester, Leicester, UK Mara Alagic Wichita State University, Wichita, Kansas, USA Mette Andresen Navimat, University College Capital, Copenhagen, Denmark Michèle Artigue Université Paris Diderot, Paris 7, France Ferdinando Arzarello Università degli Studi di Torino, Torino, Italy Teresa Assude University of Provence, Aix-en-Provence, France Ruth Beatty Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada Emran Behrooz Isfahan Mathematics House, Isfahan, Iran Jill Brown Australian Catholic University, Melbourne, Australia Chantal Buteau Brock University, St. Catharines, ON, Canada Douglas Butler ICT Training Centre, Oundle, UK Nigel Calder Mathematics, Science and Technology Education, University of Waikato at Tauranga, Tauranga, New Zealand ix x Contributors Claire Cazes Pierre and Marie Curie (UPMC), University Paris VI, Paris, France Yip Cheung Chan The Hong Kong Institute of Education, Hong Kong SAR Chow Ming Kong Tampines Junior College, Singapore Jere Confrey Friday Institute for Educational Innovation, College of Education, North Carolina State University, Raleigh, North Carolina, USA Valentina Dagiene Matematikos ir Informatikos Institutas, Vilnius, Lithuania Thierry Dana-Picard Department of Mathematics, Jerusalém, College of Technology, Israel Mili Das Joint Director of Public Instruction (Teachers’ Training), Government of West Bengal, Kolkata, India Paul Drijvers Freudenthal Institute for Science and Mathematics Education, Utrecht University, Utrecht, The Netherlands Helen J. Forgasz Monash University, VIC, Australia Alex Friedlander Department of Science Teaching, The Weizmann Institute of Science, Rehovot, Israel Anne Berit Fuglestad Department of Mathematical Sciences, University of Agder, Kristiansand, Norway Maria Trigueros Gaisman Instituto Tecnológico Autónomo de México, Mexico City, Mexico Vince Geiger Australian Catholic University, Brisbane, QLD, Australia Derek Glover University of Keele, Keele, UK Merrilyn Goos University of Queensland, Brisbane, QLD, Australia Brigitte Grugeon IUFM University of Amiens and Didirem, Paris 7, France Ghislaine Gueudet CREAD, IUFM Bretagne-Université de Brest, France Contributors xi Lulu Healy Bandeirante University of São Paulo, São Paulo, Brazil Laurent Hivon IREM: Institute for Research on Mathematics Teaching, Orléans, France Celia Hoyles London Knowledge Lab, Institute of Education, University of London, London, UK Verónica Hoyos National Pedagogical University, Mexico Diana Hunscheidt Carl von Ossietzky University Oldenburg, Oldenburg, Germany Nicholas Jackiw KCP Technologies in California, Emeryville, CA, USA Daniel Jarvis Faculty of Education, Nipissing University, North Bay, ON, Canada Duncan Jones Alder Coppice Primary School, Northway, Sedgley, Dudley, West Midlands, UK Keith Jones University of Southampton, Southampton, UK Cyril Julie School of Science and Mathematics Education, University of the Western Cape, Bellville, South Africa Ken Kahn London Knowledge Lab, Institute of Education, University of London, London, UK Ivan Kalas Comenius University, Bratislava, Slovakia Liew Kee Kor MARA University of Technology, Kedah, MALAYSIA Ivy Kidron Department of Applied Mathematics, Jerusalem, College of Technology, Israel Carolyn Kieran Département de Mathématiques, Université du Québec à Montréal, Montréal, QC, Canada Chronis Kynigos Educational Technology Lab, Department of Education, School of Philosophy, University of Athens and RACTI, Athens, Greece Olga Kosheleva Department of Teacher Education, University of Texas at El Paso El Paso, USA
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