The Technological Revolution and the Reform of School Mathematics

Heid, M. Kathleen

doi:10.1086/444175

Cited by 63 publications

(27 citation statements)

References 61 publications

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“…In the late nineties Heid (1997) provided an overview of principles and issues of the integration of technology and sketched the landscape of the different types of tools and their pedagogical potential. Burrill et al (2002) reported on 43 studies on the use of handheld graphing technology and concluded that these devices can be an important factor in helping students to develop a better understanding of mathematical concepts; as many of the studies included used qualitative methods, the overall conclusion is not expressed in terms of effect sizes.…”

Section: Evidence For Effect: Does Technology Improve Studentmentioning

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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Section: Evidence For Effect: Does Technology Improve Studentmentioning

confidence: 99%

Uses of Technology in Lower Secondary Mathematics Education

Drijvers

Ball

Barzel

et al. 2016

ICME-13 Topical Surveys

Self Cite

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“…With the advent of technology, various readily available technological tools were designed and used for educational purposes (Heid, 1997). From the perspective of teaching mathematics, technologies such as educational software, interactive whiteboards and computers are integrated into classroom use to provide more comprehensive learning opportunities for students (Öçal & Şimşek, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

Öçal¹

2017

HES

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Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students' achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students' responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students' scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students' scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students' learning these subjects meaningfully and conceptually.

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“…In teaching environments equipped with technology, learning becomes easier, and the learning process quickens; deficiencies are eliminated by means of feedback, individual learning increases, active learning, creativity and equality of opportunity are enabled and consequently students reach the information first hand (Baki, 2008;Hollebrands, 2007;Voogt, 2003, Heid, 1997. It is stressed by the NCTM (National Council of Teachers of Mathematics) that, the usage of technology in mathematics lessons is a necessity and that technology must be adapted to the teaching-learning process (NCTM, 2000).…”

Section: Introductionmentioning

confidence: 99%

The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses

Yılmaz

2015

AJTE

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The Technological Revolution and the Reform of School Mathematics

Cited by 63 publications

References 61 publications

Uses of Technology in Lower Secondary Mathematics Education

Uses of Technology in Lower Secondary Mathematics Education

The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses

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