Uses of Technology in Primary and Secondary Mathematics Education

This book provides international perspectives on the use of digital technologies in primary, lower secondary and upper secondary school mathematics. It gathers contributions by the members of three topic study groups from the 13th International Congress on Mathematical Education and covers a range of themes that will appeal to researchers and practitioners alike. The chapters include studies on technologies such as virtual manipulatives, apps, custom-built assessment tools, dynamic geometry, computer algebra systems and communication tools.

Chiefly focusing on teaching and learning mathematics, the book also includes two chapters that address the evidence for technologies' effects on school mathematics. The diverse technologies considered provide a broad overview of the potential that digital solutions hold in connection with teaching and learning. The chapters provide both a snapshot of the status quo of technologies in school mathematics, and outline how they might impact school mathematics ten to twenty years from now.

Contenu
Introduction Lynda Ball, Silke Ladel, Hans-Stefan Siller

Using video analysis to explain how virtual manipulative app alignment affects children's mathematics learning

Patricia S. Moyer-Packenham, Kristy Lister, Emma P. Bullock and Jessica F. Shumway

Applying the modification of attributes, affordances, abilities, and distance for learning framework to a child's multi-touch interactions with an idealized number line

Stephen J. Tucker

Using one-to-one mobile technology to support student discourse

Shannon Larsen, Kelly McCormick, Josephine Louie and Pamela Buffington

Duo of digital and material artefacts dedicated to the learning of geometry at primary school

Anne Voltolini

Using cluster analysis to enhance student learning when using geometry mathematics apps

Kevin Larkin and Todd Milford

How children using counting strategies represent quantities on the virtual and physical 'twenty frame'

Daniel Walter

Reshaping the learning experiences through apps: Affordances

Nigel Calder and Carol Murphy

Empirical evidence for benefit? Reviewing quantitative research on the use of digital tools in mathematics education

Paul Drijvers

Digital tools in lower secondary school mathematics education. A review of qualitative research on mathematics learning of lower secondary school students

M. Kathleen Heid

Classical and digital technologies for the Pythagorean theorem

Michela Maschietto

Communication when learning and teaching mathematics with technology

Lynda Ball and Bärbel Barzel

Online automated assessment and student learning: the Pépite project in elementary algebra

Brigitte Grugeon-Allys, Françoise Chenevotot-Quentin, Julia Pilet and Dominique Prévit

Using dynamic CAS and geometry to enhance digital assessments

Thomas P. Dick

Design of digital resources for promoting creative mathematical thinking

Jana Trgalová, Mohamed El-Demerdash, Oliver Labs and Jean-François Nicaud

Drawing in space: Doing mathematics with 3D pens

Oi-Lam Ng and Nathalie Sinclair

Diagrams and tool use: Making a circle with Wiigraph

Giulia Ferrari and Francesca Ferrara

A linguistic approach to written solutions in CAS-allowed exams

Johannes Beck

Technological supports for mathematical thinking and learning: Co-action and designing to democratize access to powerful ideas.

Luis Moreno-Armella and Corey Brady

Recursive exploration space for concepts in linear algebra

Ana Donevska-Todorova

Geogebra as a tool in modelling processes

Gilbert Greefrath and Hans-Stefan Siller

Instrumental genesis and proof: Understanding the use of computer algebra systems in proofs in textbooks

Morten Misfeldt and Uffe Thomas Jankvist

In search of standards: Teaching mathematics in a technological environment

Jana Trgalová and Michal Tabach

Using graphic calculators to graph quadratics

Elayne Weger Bowman

Teacher beliefs and practice when teaching with technology a latent profile analysis

Daniel Thurm

Uses of technology in K-12 mathematics education: concluding remarks

Paul Drijvers, Michal Tabach and Colleen Vale