Handheld technology for mathematics education: flashback into the future

Abstract

International audienceIn the 1990s, handheld technology allowed overcoming infrastructural limitations that had hindered until then the integration of ICT in mathematics education. In this paper, we reflect on this integration of handheld technology from a personal perspective, as well as on the lessons to be learnt from it. The main lesson in our opinion concerns the growing awareness that students’ mathematical thinking is deeply affected by their work with technology in a complex and subtle way. Theories on instrumentation and orchestration make explicit this subtlety and help to design and realise technology-rich mathematics education. As a conclusion, extrapolation of these lessons to a future with mobile multi-functional handheld technology leads to the issues of connectivity and in- and out-of-school collaborative work as major issues for future research

Does the use of Information and Communication Technology through the use of Realistic Mathematics Education help kindergarten students to enhance their effectiveness in addition and subtraction?

“…Our results agree with the results of other similar studies showing the positive outcomes of a computer-based model of teaching mathematical concepts (Dimakos & Zaranis, 2010;Howie & Blignaut, 2009;Starkey, Klein, & Wakeley, 2004;Papadakis et al, 2016b;Trouche & Drijvers 2010;Zaranis et al, 2013). Therefore, the fourth research question was also answered positively.…”

“…The results of various studies link the appropriate use of computers with the ability of students to more effectively understand various mathematical concepts (Howie & Blignaut, 2009;Trouche & Drijvers, 2010;Walcott et al 2009). A large number of studies show a positive correlation between using computers and the development of mathematical thinking in school (Clements, 2002;Papadakis, Kalogiannakis, & Zaranis, 2016b;Vale & Leder, 2004).…”

Improving Grade 7 Students’ Achievement in Initial Algebra Through a Technology-Based Intervention

“…We did not yet, however, consider to a larger extent (and in a more concrete manner) the impact of the technology-based intervention on students' conceptual understanding and procedural skill from an instrumental approach perspective (e.g., Artigue 2002;Trouche 2004;Trouche and Drijvers 2010). This type of impact of technology needs to be further elaborated to conceive more clearly the interrelationship between student thinking and the use of the digital tools.…”

On Line and other ICTs Applications for teaching math in Special Education

“…[31] Integration of new material The teachers' professional development, must focus on teachers' interactions with digital resources and this is always connected with professional practice and beliefs. Professional and documentation systems evolutions do not always correspond to integration of new material.…”