Download The Mathematics Teacher in the Digital Era: An International by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair PDF

By Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair

ISBN-10: 9400746377

ISBN-13: 9789400746374

ISBN-10: 9400746385

ISBN-13: 9789400746381

This quantity addresses the foremost factor of the preliminary schooling and lifetime expert studying of academics of arithmetic to allow them to gain the affordances of academic expertise for arithmetic. With invited contributions from prime students within the box, this quantity includes a mix of analysis articles and descriptive texts.

In the hole bankruptcy John Mason invitations the reader to interact in a couple of arithmetic projects that spotlight vital positive factors of technology-mediated mathematical job. this can be through 3 major sections:

  • An evaluation of present practices in lecturers’ use of electronic applied sciences within the lecture room and explorations of the chances for constructing more beneficial practices drawing on a number of examine views (including grounded thought, enactivism and Valsiner’s region theory).
  • A set of chapters that percentage many universal constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and study settings that experience emerged from the French examine group, yet have additionally been taken up via different colleagues.
  • Meta-level issues of study within the area via contrasting diverse techniques and offering connecting or uniting components

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Extra resources for The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development

Sample text

Unless it is used as part of a programme of experience of activities involving similar types of reasoning, with appropriate drawing of attention to effective and ineffective actions, use of the applet would be mere entertainment. Extensions The applet permits changes to the number of places at the table (numbers from 4 to about 25 are distinguishable), the number of secret places, and the spread of the ‘hot’ information (default value is 1 place each side of the secret place). Here position 1 has been clicked and found to be ‘cold’.

As with any challenging geometrical relationships, there are opportunities to catch shifts in both what is being attended to and what is being stressed (A5). ). Affordances The ‘silent presentation’ of the task, coupled with its surprise offers, students the opportunity to pose themselves problems as a way of making sense. It provides a Interactions Between Teacher, Student, Software and Mathematics… 31 task in which everyone can participate because it draws upon known resources (A3). Beginning with an invitation to imagine, before seeing the diagram, affords an opportunity to work on strengthening the power to form mental images (which may be pictorial, verbal, kinaesthetic or some combination of all three).

Interactions Between Teacher, Student, Software and Mathematics… 25 Drawing Threads Together Tasks are offered to students so that they engage in activity. The activity itself is not sufficient to generate learning. Rather, students need to participate in transformative action in which they experience shifts in the focus and structure of their attention. It is not simply a matter of agentiveness, of converting assenting into asserting (Mason 2009) but of relationship (Wan Kang and Kilpatrick 1992; Handa 2011), of playing various roles in different modes of action.

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