A social perspective on technology-enhanced mathematical learning: from collaboration to performance

Gadanidis, George; Geiger, Vince

doi:10.1007/s11858-009-0213-5

Cited by 45 publications

(26 citation statements)

References 13 publications

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“…In fact, the technology in the sense of instructional tools and aids had been a major concern of the first international reform movement initiated by the ICMI activities, and it remained a recurrent issue of all initiatives to render mathematics teaching less formalistic and oriented towards genuine understanding and towards reality. Thus, while this dimension of teaching practice gained entirely new impacts due to the computer age entering school learning as is well documented by many papers in this volume, several papers show the development of this dimension since the beginnings of ICMI, and even before (see the contributions by Laborde & Straesser 2010;Bartolini Bussi et al 2010;Villareal & Borbac 2010;Maschietto & Trouche 2010).…”

Section: Introductionmentioning

confidence: 87%

“…Several of the contributions to Working Group 4 show that the efficacy of introducing the new technologies into the classroom is still limited and that therefore a focus of related present research is exactly on the formation of teachers (see the contributions by Gadanidis & Geiger 2010;Gerdes 2010;Lavicza 2010;Robutti 2010). This was, actually, the starting point for Klein's reform initiatives and his permanent concern.…”

Section: An Outlookmentioning

confidence: 95%

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Historical comments on the use of technology and devices in ICMEs and ICMI

Schubring

2010

ZDM Mathematics Education

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The ICMI Centennial in 2008 gave the occasion to study how the use of technology in teaching mathematics evolved during this period and was transformed by following the general development of technology. Given the key role of Felix Klein in the first international movement for reforming mathematics teaching and in particular for orienting it towards applications, his achievements in the use of geometrical models and artefacts are reported in this historical introduction. The term of 'model' proves to be essential in Klein's efforts to restructure university teaching and to reform secondary school teaching.

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Section: Introductionmentioning

confidence: 87%

Section: An Outlookmentioning

confidence: 95%

Historical comments on the use of technology and devices in ICMEs and ICMI

Schubring

2010

ZDM Mathematics Education

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“…De acordo com Gadanidis e Scucuglia (2010), a utilização das artes e das mídias digitais pode contribuir para que estudantes e professores desconstruam estereótipos sobre a Matemática e sobre os matemáticos e construam imagens alternativas. Na proposta dos autores, engajar a comunidade escolar (estudantes, pais, professores) na produção de performances matemáticas digitais oferece meios para que a imagem pública da Matemática adquira complexidade matemática, pluralidade filosófica, relevância social e diversidade cultural.…”

Section: A Imagem Pública Da Matemática E Dos Matemáticosunclassified

Narrativas Multimodais: a imagem dos matemáticos em performances matemáticas digitais

Silva¹

2014

Bolema

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ResumoNeste artigo apresento um estudo no qual investiguei as imagens sobre matemáticos em um contexto no qual estudantes de graduação foram engajados na produção de performances matemáticas digitais (PMD). Argumento que PMD podem ser concebidas como narrativas multimodais nas quais são comunicadas ideias matemáticas através das artes. A partir da realização de um curso de extensão universitária, os estudantes produziram duas PMD sob minha orientação, sendo uma de natureza cinematográfica e outra musical. Ao buscar uma fundamentação metodológica baseada na noção de estudo de caso qualitativo, destaco que doze imagens sobre os matemáticos foram construídas neste estudo. Explorando o caráter narrativo emergente com a atividade performática na comunicação de ideias matemáticas foi possível discutir relações entre narrativa, paramatemática e identidade. Este estudo oferece meios para a desconstrução de imagens estereotipadas sobre a Matemática e os matemáticos e fomenta a construção de imagens alternativas nos cenários educacionais e sociais enfatizando as artes e o uso de tecnologias digitais.Palavras-chave: Educação Matemática. Vídeos. Artes. Multimodalidade. Tecnologias Digitais. AbstractIn this paper I present a case study. I investigated the images of mathematicians in a context in which undergraduate students were engaged in the production of digital mathematical performances (DMP). I argue that DMP may be conceptualized as multimodal narratives in which one communicates mathematical ideas using the arts. The students were enrolled in an extra-class course and produced two DMP under my supervision: a dramatic one and a musical one. Twelve different images of mathematicians were explored in the DMP. In my discussions, I highlight the narrative nature emergent from performance and the relation involving narrative, paramathematics, and identity. This research offers ways to deconstruct stereotypes about mathematics and mathematicians and supports the construction of alternate public images through the production of multimodal narratives based on the use of arts and digital technology.

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“…Reflections substantiate the progressive mathematizing" (Figure 4) and "Students' modeling processes take place when the student or, most commonly, a group of students, start with a more or less authentic word problem and build a mathematical model on their own, solve the problem mathematically and transfer the solution back to the real world situation" [Andresen (2007), [46]]. In a similar vein, George Gadanidis and Vince Geiger (2010) [47] argue: "that the confluence of these developments means that it is necessary to reexamine what it means to learn and do mathematics and proposes that it is now possible to view learning mathematics as an activity that is performed rather than passively acquired." Doorman and Gravemeijer (2009) [48] assert that activities and modeling are central in developing students' reasoning: "The conjectured process of teaching and learning is supposed to ensure that the mathematical and physical concepts will be rooted in students' understanding of everyday-life situations.…”

Section: Mathematical Challenges In Biology Educationmentioning

confidence: 99%

Mathematical Biology Education: Modeling Makes Meaning

Jungck

2011

Math. Model. Nat. Phenom.

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Abstract. This special issue of Mathematical Modelling of Natural Phenomena on biomathematics education shares the work of fifteen groups at as many different institutions that have developed beautiful biological applications of mathematics that are different in three ways from much of what is currently available. First, many of these selections utilize current research in biomathematics rather than the well-known textbook examples that are at least a half-century old. Second, the selections focus on modules that are intended for instant classroom adoption, adaptation, and implementation. Instead of focusing on how to overcome the challenges of implementing mathematics into biology or biology into mathematics or on educational research on the effectiveness of some small implementation, the authors develop individual biological models sufficiently well such that they can be easily adopted and adapted for use in both mathematics and biology classrooms. A third difference in this collection is the substantive inclusion of discrete mathematics and innovative pedagogies. Because calculus-based models have received the majority of the biomathematics modeling attention until very recently, the focus on discrete models may seem surprising. The examples range from DNA nanostructures through viral capsids to neuronal processes and ecosystem problems. Furthermore, a taxonomy of quantitative reasoning and the role of modeling per se as a different practice are contextualized in contemporary biomathematics education.Key words: biomathematics education, discrete mathematics, modeling AMS codes: 92-01 NarrativeMathematics plays an enormous role in the life sciences (Cohen, 2004) [1]. However, the amount and kind of mathematics used in most general biology education is woefully inadequate at most . While we were able to share many curricular successes, this issue did not afford us many opportunities to detail specific rich applications to biologists and mathematicians in a way that allowed easy adoption and adaptation into readers' classrooms. Thus, I welcomed the invitation from Editor Vitaly Volpert of Mathematical Modelling of Natural Phenomena to edit this special issue devoted to mathematical biology education. In particular, the congruence of interests of readers of this journal and the biomathematics education community are enormous. Besides such interesting biologically-oriented issues of MMNP on cancer, morphogenesis and development, plant structure, epidemiology, etc., MMNP's explicit focus on modeling per se lets us celebrate the tremendous importance of learning to model in the context of biomathematics education. Several articles herein, particularly by Weisstein, [5], Gaff et al. [6], Neuhauser and Stanley [7], and Koch [8], provide accessible approaches to introducing modeling to biology students with little or no prior experience in modeling.The considerable progress that has been made in addressing the challenges laid down in Bio 2010 [4] includes the mutual effort of biologists, mathematicians, and mathematic...

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A social perspective on technology-enhanced mathematical learning: from collaboration to performance

Cited by 45 publications

References 13 publications

Historical comments on the use of technology and devices in ICMEs and ICMI

Historical comments on the use of technology and devices in ICMEs and ICMI

Narrativas Multimodais: a imagem dos matemáticos em performances matemáticas digitais

Mathematical Biology Education: Modeling Makes Meaning

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