Muutke küpsiste eelistusi

Mathematics Education in the Digital Age: Learning, Practice and Theory [Pehme köide]

Edited by , Edited by , Edited by , Edited by , Edited by
  • Formaat: Paperback / softback, 236 pages, kõrgus x laius: 234x156 mm, kaal: 367 g, 4 Tables, black and white; 15 Line drawings, black and white; 24 Halftones, black and white; 39 Illustrations, black and white
  • Sari: European Research in Mathematics Education
  • Ilmumisaeg: 25-May-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367684527
  • ISBN-13: 9780367684525
Teised raamatud teemal:
Mathematics Education in the Digital Age: Learning, Practice and TheorySuurem pilt
  • Formaat: Paperback / softback, 236 pages, kõrgus x laius: 234x156 mm, kaal: 367 g, 4 Tables, black and white; 15 Line drawings, black and white; 24 Halftones, black and white; 39 Illustrations, black and white
  • Sari: European Research in Mathematics Education
  • Ilmumisaeg: 25-May-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367684527
  • ISBN-13: 9780367684525
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780367684525.html
Märksõnad:
"The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved such as: graphing calculators; dynamic graphing; dynamic geometry; and data visualization tools. But what does this mean for teachers of mathematics and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment. Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes: -Mathematics teacher education and professional development -Mathematics curriculum development and task design -The assessment of mathematics -Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers"--

Mathematics Education in the Digital Age offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment.



The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment.

Mathematics Education in the Digital Age

details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes:

  • Mathematics teacher education and professional development

  • Mathematics curriculum development and task design

  • The assessment of mathematics

  • Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age

This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.

About the Editors ix
Foreword xii
Alison Clark-Wilson
1 Introduction
1(6)
Alison Clark-Wilson
Ana Donevska-Todorova
Eleonora Faggiano
Jana Trgalova
Hans-Georg Weigand
2 Online Resources For Mathematics Teaching And Learning At The University Level: Three Case Examples That Highlight Principles For Task Design Driven By Students' And Teachers' Needs
7(16)
Giovannina Albano
Margo Kondratieva
Agnese Ilaria Telloni
3 Quality Of Task Design In Technology-Enhanced Resources For Teaching And Learning Mathematics
23(19)
Ana Donevska-Todorova
Jana Trgalova
Christof Schrciber
Teresa Rojano
4 Towards Pragmatic Theories That Underpin The Design Of Teacher Professional Development Concerning Technology Use In School Mathematics
42(27)
Eleonora Faggiano
Helena Rocha
Ana Isabel Sacristan
Marisol Santacruz-Rodriguez
5 Technology-Rich Assessment In Mathematics
69(15)
Maria Fahlgren
Mats Brunstrom
Frederik Dilling
Bjamheidur Kristinsdottir
Guido Pinkernell
Hans-Georg Weigand
6 Digital Platforms For Mathematics Teacher Curriculum Design: Affordances And Constraints
84(15)
Ghislaine Gueudet
Birgit Pepin
Scott Courtney
Zeger-Jan Kock
Morten Misfeldt
Andreas Lindenskov Tamborg
7 Cas From An Assessment Point Of View: Challenges And Potentials
99(22)
Uffe Thomas Jankvist
Jonas Dreyoe
Eirini Geraniou
Hans-Georg Weigand
Morten Misfeldt
8 Digital Maps Of The Connections In School Mathematics: Three Projects To Enhance Teaching And Learning
121(17)
Martha Koch
Jere Confrey
Alison Clark-Wilson
Ellen Jameson
Christine Suurtamm
9 The Role Of Technology In The Pragmatic-Abstract Continuum In Mathematics Curriculum Development And Task Design
138(12)
Allen Yuk Lun Leung
Ana Donevska-Todorova
10 A Framework For Analyzing Students' Learning Of Function At The Upper-Secondary Level: Connected Working Spaces And Abstraction In Context
150(18)
Giorgos Psycharis
Georgios-Ignatios Kafetzopoulos
Jean-Baptiste Lagrange
11 Challenges Of Making Sense Of Tasks And Automated Feedback In Digital Mathematics Textbooks
168(17)
Sebastian Rezat
Florian Schacht
Uta Hasel-Weide
12 Technology Integration For Mathematics Education In Developing Countries, With A Focus On India And Mexico
185(28)
Ana Isabel Sacristan
Jeenath Rahaman
Suchismita Srinivas
Teresa Rojano
13 Aligning Teaching With Current Experiences Of Being, Becoming And Belonging: An Identity Perspective On The Use Of Digital Resources
213(15)
Charlotte Krog Skott
Giorgos Psycharis
Jeppe Skott
Index 228
Alison Clark-Wilson is a Principal Research Fellow at UCL Institute of Education, London, United Kingdom. Alisons research spans aspects of designing, implementing and evaluating digital technologies for mathematics education. She leads the European Society for Research in Mathematics Educations working group on "teaching mathematics with technology and other resources".

Ana Donevska-Todorova earned her PhD at the Institute of Mathematics at the Humboldt-University of Berlin and now works in the research field of meaningful design, application and dissemination of digital resources for teaching and learning mathematics. She is fully engaged with the activities of the European Society for Research in Mathematics Education as a member of its International Programme Committee and as a co-leader of the ERME Topic Conferences Mathematics Education in the Digital Age.

Eleonora Faggiano is Assistant Professor in Mathematics Education at the University of Bari Aldo Moro, Italy. Her research interests concern the integration of digital and non-digital resources in the teaching practices and mathematics teacher professional development.

Jana Trgalova is Associate Professor at Claude Bernard University, France. She is involved in primary and secondary mathematics teacher education and her research focuses on digital technology and resources for mathematics education, their design, appropriation, use and evaluation.

Hans-Georg Weigand is Professor at University of Würzburg, Germany. He is interested in the use of digital technologies in mathematics education and teacher education, having authored books on algebra, geometry and computers in mathematics education. He leads the European Society for Research in Mathematics Educations working group on "learning mathematics with technology and other resources".