Research on Technology and the Teaching and Learning of Mathematics: Vol. 2, Cases and Perspectives

(Published in Co-operation with the National Council of Teacher of Mathematics)

M. Kathleen Heid , Glendon W. Blume 

Information Age Publishing | 2008 | 485 páginas | RAR-PDF | 10,8 Mb

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According to NCTM's Principles and Standards for School Mathematics, "Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students' learning." How does research inform this clarion call for technology in mathematics teaching and learning? In response to the need to craft appropriate roles for technology in school mathematics new technological approaches have been applied to the teaching and learning of mathematics, and these approaches have been examined by researchers world-wide.
The second volume has a dual focus: cases and perspectives. It features descriptive cases that provide accounts of the development of technology-intensive curriculum and tools. In these cases the writers describe and analyze various roles that research played in their development work and ways in which research, curriculum development, and tool development can inform each other. These thoughtful descriptions and analyses provide documentation of how this process can and does occur. The remaining chapters in the second volume address research related issues and perspectives on the use of technology in the teaching and learning of mathematics. The lessons learned from the research presented in these volumes are lessons about teaching and learning that can be applied more broadly than solely in technological settings.

CONTENTS
Preface. 
Research in a Pioneer Constructivist Network-based Curriculum Project for Children’s Learning of Fractions. Sharon Dugdale. 
The Development of a Dynamical Geometry Environment: Cabri-géomètre. Colette Laborde and Jean-Marie Laborde. 
What Lies Behind Dynamic Interactive Geometry Software? E. Paul Goldenberg, Daniel Scher, and Nannette Feurzeig. 
From Network to Microcomputers and Fractions to Functions: Continuity in Software Research and Design. Sharon Dugdale. 
Linking Research and Software Development. Julie Sarama and Douglas H. Clements. 
Development of the Shape Makers Geometry Microworld: Design Principles and Research. Michael T. Battista. 
Integrating Intelligent Software Tutors with the Mathematics Classroom. Steven Ritter, Lisa Haverty, Kenneth R. Koedinger, William Hadley, and Albert T. Corbett. 
Research-Design Interactions in Building Function Probe Software. Jere Confrey and Alan Maloney. Changing Representational Infrastructures Changes Most Everything: The Case of SimCalc, Algebra, and Calculus. Jim Kaput and Roberta Schorr. 
Multiple Representations and Local Linearity: Research Influences on the Use of Technology in Calculus Curriculum Reform. Thomas P. Dick and Barbara S. Edwards. 
The Research Frontier: Where Technology Interacts with the Teaching and Learning of Data Analysis and Statistics. Susan N. Friel. 
Keeping the Faith: Fidelity in Technological Tools for Mathematics Education. Thomas P. Dick. Representations and Cognitive Objects in Modern School Geometry. Michael T. Battista. From Artifacts to Instruments: A Theoretical Framework Behind the Orchestra Metaphor. Paul Drijvers and Luc Trouche. 
Designing Tasks for the Co-development of Conceptual and Technical Knowledge in CAS Activity: An Example from Factoring. Carolyn Kieran and Luis Saldanha. 
Teacher Education: Technology's Conduit to the Classroom.Patricia S. Wilson. 
Perspectives on Research, Policy, and the Use of Technology in Mathematics Teaching and Learning in the United States. Joan Ferrini-Mundy and Glenda A. Breaux. 
The Role of Research Theory, in the Integration of Technology in Mathematics Teaching and Learning, Glendon W. Blume and M. Kathleen Heid.


Volume 1

Research on Technology and the Teaching and Learning of Mathematics: Vol. 1, Research Syntheses

Research on Technology and the Teaching and Learning of Mathematics: Vol. 1, Research Syntheses

M. Kathleen Heid , Glendon W. Blume 

Information Age Publishing | 2008 | 449 páginas | RAR-PDF | 2,9 Mb

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A volume in Research on Technology and the Teaching and Learning of Mathematics: Syntheses, Cases, and Perspectives According to NCTM's Principles and Standards for School Mathematics, "Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students' learning." How does research inform this clarion call for technology in mathematics teaching and learning? In response to the need to craft appropriate roles for technology in school mathematics new technological approaches have been applied to the teaching and learning of mathematics, and these approaches have been examined by researchers world-wide. The first volume provides insight into what research suggests about the nature of mathematics learning in technological environments. Included in this volume are syntheses of research on technology in the learning of rational number, algebra, elementary and secondary geometry, mathematical modeling, and calculus. Additional chapters synthesize research on technology in the practice of teaching and on equity issues in the use of technology in mathematics instruction. Instead of simply reporting achievement scores of students who use technology in their learning, authors provide thoughtful analyses of bodies of research with the goal of understanding the ways in which technology affects what and how students learn. Each of the chapters in this volume is written by a team of experts whose own research has provided important guidance to the field.

CONTENTS
Preface
M. Kathleen Heid and Glendon W. Blume vii
1. The Learning of Rational Number Concepts Using Technology
John Olive e Joanne Lobato 1
2. Technology and the Development of Algebraic Understanding
M. Kathleen Heid e Glendon W. Blume 55
3. Learning and Teaching Geometry With Computers in the Elementary and Middle School
Douglas H. Clements, Julie Sarama, Nicola J. Yelland, e Brad Glass 109
4. Technology and the Learning of Geometry at the Secondary Level
Karen Hollebrands, Colette Laborde, and Rudolf Sträßer 155
5. Technology and Calculus
David Tall, David Smith, e Cynthia Piez 207
6. The Learning of Mathematics and Mathematical Modeling
Helen M. Doerr e Dave Pratt 259
7. A Research-Informed View of the Process of Incorporating Mathematics Technology Into Classroom Practice by In-Service and Prospective Teachers
Rose Mary Zbiek e Karen Hollebrands 287
8. Equity and Use of Educational Technology in Mathematics
Penelope Dunham and Sara Hennessy 345
9. Technology and the Teaching and Learning of Mathematics: Cross-Content Implications
M. Kathleen Heid e Glendon W. Blume 419
List of Contributors 433

ICT and Primary Mathematics

Jenni Way, Toni Beardon

Open University Press | 2003 | 160 páginas | PDF

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Current digital technologies have the potential to enhance primary children's mathematical learning. Calculators and computers can be used as tools in mathematics to perform routine processes or to explore mathematical ideas. Graphic and programmable calculators, and computers with open-ended software can also immerse children in exciting, creative and productive learning environments. The Internet allows children to venture into the enormous world of mathematics beyond the classroom. This book provides teachers with insights into how other teachers and researchers have discovered ways to create powerful learning experiences for children. Each chapter helps the reader to understand why certain teaching approaches with technology are more effective than others, as well as providing many practical ideas for activities and projects for children with various ability levels and learning styles.

Mathematics Education and Technology-Rethinking the Terrain: The 17th ICMI Study

(New ICMI Study Series)
Celia Hoyles, Jean-Baptiste Lagrange

Springer | 2009 | 494 páginas | pdf | 6,78 Mb

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Descrição:

Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence.

Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.

Teaching, Multimedia, and Mathematics: Investigations of Real Practice

(The Practitioner Inquiry Series)

Magdalene Lampert, Deborah Ball

Teachers College Press | 1998 | 244 páginas | 2,47 Mb

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Referência em: MathEduc

Magdalene Lampert and Deborah Ball draw on their experience as teachers, teacher educators and researchers on teaching in the development of teacher education. In this text, they engage prospective teachers in investigating primary records of practice, and making sense of teaching and learning.

ICT and Primary Mathematics: A Teacher's Guide

John William, Nick Easingwood

RoutledgeFalmer | 2004 | 224 páginas | PDF | 11,4 Mb

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This book is for teachers who are looking for interesting and practical ways to incorporate ICT into their daily lesson plans. It shows how ICT can be used as a tool for mathematics, but more importantly how its proper use can enhance the mathematics being taught. The authors cover all current aspects of ICT and mathematics, including:

• databases
• spreadsheets
• logo and the use of floor turtles and control technology
• handling of resources including interactive whiteboards
• management of ICT within the classroom
• how ICT can be used to present mathematical topics and links to other areas of the curriculum.

With plenty of suggestions on how to use the software and hardware described in the book, this is a useful resource for all primary teachers, particularly subject co-ordinators for ICT and mathematics. It will also be of interest to students on PGCE and Initial Teacher Training courses.

Teaching Secondary Mathematics with ICT

(Learning & Teaching With Information & Communications Technology)
Sue Johnston-Wilder, David Pimm

Open University Press. The MaxGraw-Hill Companies | 2004 | 5,77 MB | 272 páginas

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Referência em: MathEduc

“This is a book all mathematics teachers and teacher educators should read! It brings together a wealth of insights from a range of authors… The major issues confronting teachers of mathematics who wish to use ICT in different domains of mathematics are addressed in a clear and accessible way.” 
Professor Celia Hoyles OBE, Dean of Research and Consultancy, Institute of Education, University of London

Teaching Secondary Mathematics with ICT shows the reader how to use Information and Communication Technology (ICT) effectively to enhance the teaching of mathematics in the secondary school. The book explains which forms of technology can be used to improve mathematics teaching and learning, how to get started and where to go for further information.

The first two chapters provide a useful introduction for those new to teaching mathematics with ICT. Further chapters cover topics including:

• ICT and the curriculum: number, algebra, geometry and statistics
• Making use of interactive whiteboards in the classroom
• Using the internet and video-conferencing to enhance teaching

The book includes practical classroom scenarios and case studies (for example, the government-funded MathsAlive! Initiative), as well as discussions of general issues, such as the role of feedback and the use of ICT in whole-class teaching. It draws on current research and is supplemented by a linked web site, which provides access to demonstration copies of software and sample files. It also includes a directory of resources with lists of organisations, web sites, projects and further reading.

Key reading for Education students specialising in Mathematics and all those teaching secondary mathematics, including non-specialists and those on professional development courses.

Humans-with-Media and the Reorganization of Mathematical Thinking Information and Communication Technologies, Modeling, Visualization and Experimentatio

Mathematics Education Library , Vol. 39
Marcelo C. Borba, Monica E. Villarreal

Springer | 2005 | 232 páginas | PDF | 13 MB

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modellus.fct.unl.pt (link direto)
stdb.hnue.edu.vn (link direto)

Referência em: MathEduc

This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and speech transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-linemathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.