Technology-Driven Developments and Policy Implications for Mathematics Education

Trouche, Luc; Drijvers, Paul; Gueudet, Ghislaine; Sacristán, Ana Isabel

doi:10.1007/978-1-4614-4684-2_24

Cited by 31 publications

(21 citation statements)

References 31 publications

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“…Maybe we can change the bad name math had been given over the years. Trouche et al (2013) note that video and interactive multimedia cases in initial teacher-education settings allow for working collectively and reflecting on cases from mathematics classroom that show student and teacher thinking in action. The researchers also highlight that such resources offer opportunities in the field for collaborative learning of teachers in in-service settings.…”

Section: Math-for-teachers As a Blended Course: An Elementary Teachermentioning

confidence: 99%

Blended learning, e-learning and mobile learning in mathematics education

Borba

Aşkar

Engelbrecht

et al. 2016

ZDM Mathematics Education

252

116

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Abstract:In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used Internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in Portuguese and Spanish. We identify five sub-areas of research, important trends of development, and illustrate them using case studies: mobile technologies, massive open online courses (MOOCs), digital libraries and designing learning objects, collaborative learning using digital technology, and teacher training using blended learning. These exemplary case studies may help the reader to understand how recent developments in this area of research have evolved in the last few years. We conclude the report discussing some of the implications that these digital technologies may have for mathematics education research and practice as well as making some recommendations for future research in this area.

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Section: Math-for-teachers As a Blended Course: An Elementary Teachermentioning

confidence: 99%

Blended learning, e-learning and mobile learning in mathematics education

Borba

Aşkar

Engelbrecht

et al. 2016

ZDM Mathematics Education

252

116

View full text Add to dashboard Cite

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“…The expertise of the authors can not intervene as criteria, or this would discard the new, bottom-up design possibilities. Quality criteria have to take into account the mathematical content, the didactical aspects, the ergonomic dimension (Trouche et al 2013). Nevertheless, these dimensions do not ensure the ease of appropriation by the user (a resource that nobody uses can hardly be considered as a high-quality resource); at the same time, the number of users can not account as guaranteeing quality.…”

Section: Quality Assessmentmentioning

confidence: 99%

“…Naturally, the official institution can also develop and propose Internet resources. In Mexico, the Enciclomedia website has been produced in the context of a national project (Trigueros and Lozano 2007;Trouche et al 2013). The educational authorities formed teams of specialists in education to transform classical textbooks in online resources with an aim of teacher education.…”

Section: Design Modesmentioning

confidence: 99%

Resources at the Core of Mathematics Teachers’ Work

Gueudet¹

2015

Selected Regular Lectures From the 12th International Congress on Mathematical Education

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Mathematics teachers work with resources in class and out of class. Textbooks, in particular, hold a central place in this material. Nevertheless, the available resources evolve, with an increasing amount of online resources: software, lesson plans, classroom videos etc. This important change led us to propose a study of mathematics teachers documentation. Mathematics teachers select resources, combine them, use them, revise them, amongst others. Teachers' documentation is both this work and its outcome. Teachers' documentation work is central to their professional activity; it influences the professional activity, which evolves along what we call professional geneses. In this conference, I introduce a specific perspective on teachers resources, which enlightens in particular the changes caused by the generalized use of Internet resources.

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“…Each handbook includes a chapter dedicated to technology in mathematics education. In the chapter published in the first edition of the handbook (Lagrange et al 2003), the word "resource" appears only once, while in the chapter written 10 years later (Trouche et al 2013), it appears 150 times. -The evolution of textbooks through the integration of digital components, from paper textbook to e-textbook (Pepin et al 2017), leads to an evolution of the related field of research.…”

Section: A New Field Of Researchmentioning

confidence: 99%