Uses of Technology in Lower Secondary Mathematics Education

Drijvers, Paul; Ball, Lynda; Barzel, Bärbel; Heid, M. Kathleen; Cao, Yiming; Maschietto, Michela

doi:10.1007/978-3-319-33666-4

Cited by 75 publications

(50 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Over the past decade there have been numerous research studies investigating the use of digital technologies and of digital resources for mathematics education (e.g., ClarkWilson et al 2014ClarkWilson et al , 2015Drijvers et al 2016;Ruthven et al 2009). It has been claimed (e.g., by Ruthven 2017) that the "new media do not simply replicate the functionality of the old with increasing efficiency…; (but) they make possible qualitatively different forms of interaction between user and medium, based-for example-on the introduction of new types of user interface or on the provision of instantaneous feedback on user actions" (p. 2).…”

Section: What Do We Mean By "Digital Curriculum Materials/ Resources/mentioning

confidence: 99%

Digital curriculum resources in mathematics education: foundations for change

Pepin

Choppin

Ruthven

et al. 2017

ZDM Mathematics Education

114

View full text Add to dashboard Cite

of interaction associated with the shift from static print to dynamic/interactive DCR, a shift that has the potential to support different forms of personalised learning and interaction with resources. Hence, we claim that DCR offer opportunities for change: of understandings concerning the design and use of DCR; of their quality; and of the processes related to teacher/student interactions with DCR-they provide indeed the foundations for change.

show abstract

Section: What Do We Mean By "Digital Curriculum Materials/ Resources/mentioning

confidence: 99%

Digital curriculum resources in mathematics education: foundations for change

Pepin

Choppin

Ruthven

et al. 2017

ZDM Mathematics Education

114

View full text Add to dashboard Cite

show abstract

“…The strategy that he used on paper-and-pencil environment is similar to the strategy while working on the screen with the applet. This shows a transfer of notation and strategy from a digital environment to a paper-andpencil environment ( [7]; [3]; [22]). …”

Section: Resultsmentioning

confidence: 99%

“…In today society, digital tools for learning mathematics are used more frequently in the teaching and learning processes (e.g., [3]). For example, the use of ICT affects positively on mathematics achievement [4] and on students' mathematical attitude [5].…”

Section: Introductionmentioning

confidence: 99%

Learning algebra on screen and on paper: The effect of using a digital tool on students’ understanding

Jupri¹,

Drijvers²,

Heuvel–Panhuizen³

2016

AIP Conference Proceedings

Self Cite

View full text Add to dashboard Cite

Abstract. The use of digital tools in algebra education is expected to not only contribute to master skill, but also to acquire conceptual understanding. The question is how digital tools affect students' thinking and understanding. This paper presents an analysis of data of one group of three grade seventh students (12-13 year-old) on the use of a digital tool for algebra, the Cover-up applet for solving equations in particular. This case study was part of a larger teaching experiment on initial algebra enriched with digital technology which aimed to improve students' conceptual understanding and skills in solving equations in one variable. The qualitative analysis of a video observation, digital and written work showed that the use of the applet affects student thinking in terms of strategies used by students while dealing with the equations. We conclude that the effects of the use of the digital tool can be traced from student problem solving strategies on paper-and-pencil environment which are similar to strategies while working with the digital tool. In future research, we recommend to use specific theoretical lenses, such as the theory of instrumental genesis and the ontosemiotic approach, to reveal more explicit relationships between students' conceptual understanding and the use of a digital tool.

show abstract

“…mathématiques! (Drijvers!et!al.,!2016).!Drijvers!et!ses!collègues!constatent!que!différentes! études!…”

Section: 2)effet) De) L'usage) Des) Technologies) Numériques) Sur)unclassified

Duo of Digital and Material Artefacts Dedicated to the Learning of Geometry at Primary School

Voltolini

2018

ICME-13 Monographs

View full text Add to dashboard Cite

Uses of Technology in Lower Secondary Mathematics Education

Cited by 75 publications

References 26 publications

Digital curriculum resources in mathematics education: foundations for change

Digital curriculum resources in mathematics education: foundations for change

Learning algebra on screen and on paper: The effect of using a digital tool on students’ understanding

Duo of Digital and Material Artefacts Dedicated to the Learning of Geometry at Primary School

Contact Info

Product

Resources

About