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This book addresses key issues of Technology and Innovation(s) in
Mathematics Education, drawing on heterogeneous ways of positioning
about innovation in mathematical practice with technology. The book
offers ideas and meanings of innovation as they emerge from the
entanglement of the various researchers with the mathematical
practice, the teacher training program, the student learning and
engagement, or the research method that they are telling stories
about. The multiple theoretical or empirical perspectives capture a
rich landscape, in which the presence of digital technology entails
the emergence of new practices, techniques, environments and
devices, or new ways of making sense of technology in research,
teaching and learning.
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.
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.
This book addresses key issues of Technology and Innovation(s) in
Mathematics Education, drawing on heterogeneous ways of positioning
about innovation in mathematical practice with technology. The book
offers ideas and meanings of innovation as they emerge from the
entanglement of the various researchers with the mathematical
practice, the teacher training program, the student learning and
engagement, or the research method that they are telling stories
about. The multiple theoretical or empirical perspectives capture a
rich landscape, in which the presence of digital technology entails
the emergence of new practices, techniques, environments and
devices, or new ways of making sense of technology in research,
teaching and learning.
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