This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts.
In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers' use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner's zone theory).Aset of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues.Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements
"
Or split into 4x interest-free payments of 25% on orders over R50
Learn more
This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts.
In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers' use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner's zone theory).Aset of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues.Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements
"
Imprint | Springer |
Country of origin | Netherlands |
Series | Mathematics Education in the Digital Era, 2 |
Release date | December 2013 |
Availability | Supplier out of stock. If you add this item to your wish list we will let you know when it becomes available. |
First published | 2014 |
Editors | Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair |
Dimensions | 235 x 155 x 34mm (L x W x T) |
Format | Hardcover |
Pages | 417 |
Edition | 2014 ed. |
ISBN-13 | 978-9400746374 |
Barcode | 9789400746374 |
Categories | |
LSN | 9400746377 |