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A significant driver of recent growth in the use of mathematics in
the professions has been the support brought by new technologies.
Not only has this facilitated the application of established
methods of mathematical and statistical analysis but it has
stimulated the development of innovative approaches. These changes
have produced a marked evolution in the professional practice of
mathematics, an evolution which has not yet provoked a
corresponding adaptation in mathematical education, particularly at
school level. In particular, although calculators -- first
arithmetic and scientific, then graphic, now symbolic -- have been
found well suited in many respects to the working conditions of
pupils and teachers, and have even achieved a degree of official
recognition, the integration of new technologies into the
mathematical practice of schools remains marginal. It is this
situation which has motivated the research and development work to
be reported in this volume. The appearance of ever more powerful
and portable computational tools has certainly given rise to
continuing research and development activity at all levels of
mathematical education. Amongst pioneers, such innovation has often
been seen as an opportunity to renew the teaching and learning of
mathematics. Equally, however, the institutionalization of
computational tools within educational practice has proceeded at a
strikingly slow pace over many years.
A significant driver of recent growth in the use of mathematics in
the professions has been the support brought by new technologies.
Not only has this facilitated the application of established
methods of mathematical and statistical analysis but it has
stimulated the development of innovative approaches. These changes
have produced a marked evolution in the professional practice of
mathematics, an evolution which has not yet provoked a
corresponding adaptation in mathematical education, particularly at
school level. In particular, although calculators -- first
arithmetic and scientific, then graphic, now symbolic -- have been
found well suited in many respects to the working conditions of
pupils and teachers, and have even achieved a degree of official
recognition, the integration of new technologies into the
mathematical practice of schools remains marginal. It is this
situation which has motivated the research and development work to
be reported in this volume. The appearance of ever more powerful
and portable computational tools has certainly given rise to
continuing research and development activity at all levels of
mathematical education. Amongst pioneers, such innovation has often
been seen as an opportunity to renew the teaching and learning of
mathematics. Equally, however, the institutionalization of
computational tools within educational practice has proceeded at a
strikingly slow pace over many years.
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