Mathematics education in the digital age : learning, practice and theory
著者
書誌事項
Mathematics education in the digital age : learning, practice and theory
（ERME, . New perspectives on research in mathematics education）
Routledge, 2021
大学図書館所蔵 全1件
注記
Other editors: Ana Donevska-Todorova, Eleonora Faggiano, Jana Trgalová, Hans-Georg Weigand
Includes bibliographical references and index
内容説明・目次
内容説明
The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment.
Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes:
Mathematics teacher education and professional development
Mathematics curriculum development and task design
The assessment of mathematics
Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age
This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.
目次
1. Introduction 2. Online resources for mathematics teaching and learning at the university level: Three case examples that highlight principles for task design driven by students' and teachers' needs 3. Quality of task-design in technology-enhanced resources for teaching and learning mathematics 4. Towards Pragmatic Theories that Underpin the Design of Teacher Professional Development Concerning Technology Use in School Mathematics 5. Technology-rich assessment in mathematics 6. Digital platforms for mathematics teacher curriculum design: affordances and constraints 7. CAS from an Assessment Point of View: Challenges and Potentials 8. Digital maps of the connections in school mathematics: Three projects to enhance teaching and learning 9. The Role of Technology in the Pragmatic-Abstract Continuum in Mathematics Curriculum Development and Task Design 10. A framework for analysing students' learning of function at upper secondary level: Connected Working Spaces and Abstraction in Context 11. Challenges of making sense of tasks and automated feedback in digital mathematics textbooks 12. Technology integration for mathematics education in developing countries, with focus on India and Mexico 13. Aligning teaching with current experiences of being, becoming and belonging: An identity perspective on the use of digital resources.
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