The Influence and Shaping of Digital Technologies on the Learning – and Learning Trajectories – of Mathematical Concepts

Sacristán, Ana Isabel; Calder, Nigel; Rojano, Teresa; Santos‐Trigo, Manuel; Friedlander, Alex; Meissner, Hartwig; Tabach, Michal; Moreno, Lourdes; Perrusquía, Elvia

doi:10.1007/978-1-4419-0146-0_9

Cited by 16 publications

(14 citation statements)

References 45 publications

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“…Consequently, there are new demands on educational systems in order to prepare students for future professions. Importantly, technology also offers opportunities for teaching and learning (see for example, Clark-Wilson, 2010;Sacristán et al 2010); exploiting these opportunities requires rethinking educational paradigms and strategies. With the advent of such technology, the question arises as to what the impact on education and teaching practices should be in order to prepare the next generation of students for future careers.…”

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confidence: 99%

Uses of Technology in Lower Secondary Mathematics Education

Drijvers

Ball

Barzel

et al. 2016

ICME-13 Topical Surveys

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Digital technology1 is omnipresent in society. Revolutionary technological developments change the character of professional environments, and therefore put new demands on workers (Hoyles, Noss, Kent, & Bakker, 2010). Consequently, there are new demands on educational systems in order to prepare students for future professions. Importantly, technology also offers opportunities for teaching and learning (see for example, Clark-Wilson, 2010;Sacristán et al. 2010); exploiting these opportunities requires rethinking educational paradigms and strategies. With the advent of such technology, the question arises as to what the impact on education and teaching practices should be in order to prepare the next generation of students for future careers.Both in professional practice and in personal life, it is particularly striking how digital technologies such as software-controlled engines, smart phones, tablets, and GPS devices rely on mathematical algorithms that are invisible to the user, but play essential roles "under the hood". Implications of these technology-rich environments have the potential to influence the nature of mathematics education and the concepts and skills that future students will possess.Roberts, Leung, and Lin (2013) comment on the complexity of the interplay between technology, mathematics, and education, noting that this complexity related to the use of tools in mathematics is not a phenomenon that is due to current technologies, but one that has been evident whenever people use tools in mathematics. The rapid development of digital technologies features new capabilities not even considered possible in the past. Despite advances in digital technologies, there is still strong value in using a combination of physical tools and digital technologies in mathematics education (Maschietto & Trouche, 2010). Different types of technologies are available for teaching mathematics, and different technologies are appropriate for different purposes. General technologies for communication, 1 To avoid constantly repeating the terms "digital technology" in this text we will often refer to "technology"; while doing so, we refer to digital technology in mathematics education.

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confidence: 99%

Uses of Technology in Lower Secondary Mathematics Education

Drijvers

Ball

Barzel

et al. 2016

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“…Dabei kann es sich um Verschiebungen oder Drehungen eines Objekts oder auch um die Veränderungen einzelner Objekte bei simultaner Kovariation der übrigen Bestandteile handeln. Eine solche Zuginvarianz bietet die Möglichkeit und kann es sogar erfordern, geometrische Gesetzmäßigkeiten, die ein Problem oder eine geometrische Objekt-Darstellung ausmachen, zu erkennen (Sacristán et al 2009).…”

Section: Begriffsklärungunclassified

Mathematische Modellierungskompetenz fördern durch Lösungsplan oder Dynamische Geometrie-Software? Empirische Ergebnisse aus dem LIMo-Projekt

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Greefrath

2020

J Math Didakt

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ZusammenfassungMathematisches Modellieren ist inzwischen ein fester Bestandteil des deutschen Mathematik-Unterrichts. Es existieren unterschiedliche Ansätze, wie der Aufbau dieser Kompetenz unterstützt werden kann. Der vorliegende Artikel stellt die Ergebnisse einer quantitativen Studie vor, bei der die Auswirkungen des Einsatzes zweier unterschiedlicher Hilfsmittel, zum einen eines strategischen Instruments, dem sogenannten Lösungsplan, und zum anderen einer dynamischen Geometrie-Software, auf den Aufbau von Modellierungskompetenz untersucht wurden. Dazu werden zunächst die theoretisch angenommene Existenz unterschiedlicher Teilkompetenzen, bestehend aus Vereinfachen, Mathematisieren, Interpretieren und Validieren, auch empirisch mit Hilfe eines Rasch-Modells nachgewiesen und anschließend eine Intervention in 44 nordrhein-westfälischen Klassen ausgewertet, bei der die Lernenden entweder mit einem der beiden Hilfsmittel oder mit herkömmlichen Mitteln an Modellierungsaufgaben arbeiteten. Es zeigen sich nur geringe Unterschiede zwischen den Gruppen, allerdings scheinen sich die eingesetzten Hilfsmittel unterschiedlich effektiv für verschiedene Teilkompetenzen zu erweisen. Mögliche Ursachen sowie methodische Einschränkungen werden diskutiert.

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“…(Sangwin, Cazes, Lee & Wong, 2010). It is also suggested that feedback helps students to control the progress of the solution and to support explanations and justifications (Sacristán et al, 2010). Therefore, the use of feedback from dynamic software is associated with the purposes students have when it comes to creating certain activities and is related to reasoning.…”

Section: Dynamic Software Supporting Problem-solving and Reasoningmentioning

confidence: 99%

The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems

Olsson

2017

Int J of Sci and Math Educ

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This study investigates how students' reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of feedback generated through activities in GeoGebra. The results showed that students who successfully solved the task were engaged in creative reasoning and used feedback extensively.

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The Influence and Shaping of Digital Technologies on the Learning – and Learning Trajectories – of Mathematical Concepts

Cited by 16 publications

References 45 publications

Uses of Technology in Lower Secondary Mathematics Education

Uses of Technology in Lower Secondary Mathematics Education

Mathematische Modellierungskompetenz fördern durch Lösungsplan oder Dynamische Geometrie-Software? Empirische Ergebnisse aus dem LIMo-Projekt

The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems

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