Uses of Technology in Upper Secondary Mathematics Education

Stephen, Hegedus; Laborde, Colette; Brady, Conor; Dalton, Sara; Siller, Hans-Stefan; Tabach, Michal; Trgalová, Jana; Moreno–Armella, Luis

doi:10.1007/978-3-319-42611-2

Cited by 46 publications

(28 citation statements)

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“…DT require a different kind of knowledge from the teachers. They need to design new kinds of tasks, find new ways of introducing concepts, and understand the students' use of DT (Hegedus et al 2017). This requires the teachers' ability to use the DT, to take advantage of their affordances and possibilities, and to realize the pedagogical implications.…”

Section: Type Of Task and Use Of Technology (Dimension 1)mentioning

confidence: 99%

Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology

Rocha

2020

ZDM Mathematics Education

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Teacher education is central to the development of the professional knowledge of pre-service teachers. The main goal of this paper is to reflect on the development that the analysis (done by a group of pre-service secondary teachers) of a set of tasks, based on elements related to domains of KTMT-Knowledge for Teaching Mathematics with Technology-can bring to the knowledge of pre-service teachers of mathematics. Specifically, the goal was to investigate the following questions: (1) What are the factors that guide the pre-service teachers' task discussion? (2) Which KTMT domains are emphasized by pre-service teachers during task discussion? The elements taken into account are the characteristics of the tasks (focus on cognitive level, structuring level and technology role), the use of representations (focus on balance and articulation of representations), and the equilibrium between experimentation (focus on digital technology affordances) and justification (focus on argumentation and proof). The methodology of this case study involves a qualitative approach. The main conclusions suggest that influences in the pre-service teachers' discussion of tasks fell into the following categories: the potentialities of technology, the type of tasks, and the prospective teachers' experience with a set of tasks, and analysis of some real students' reports. With regard to KTMT, although it was possible to identify some global development, Teaching and Learning and Technology Knowledge was the domain in which stronger development took place.

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Section: Type Of Task and Use Of Technology (Dimension 1)mentioning

confidence: 99%

Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology

Rocha

2020

ZDM Mathematics Education

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“…El uso de tecnología en la educación matemática es un tópico multifacético, uno de tales intereses versa sobre la formación de profesores (Hegedus, Laborde, Brady, Dalton, Siller, Tabach, Trgalova & Moreno-Armella, 2017). A este respecto Huang y Zbiek (2017), basados en una revisión de la literatura agrupan las investigaciones sobre el uso de tecnología y la formación de profesores de la siguiente manera: estudios sobre la tecnología y contenidos matemáticos; sobre tecnología y aspectos pedagógicos, así como estudios sobre la práctica del futuro profesor en medios tecnológicos.…”

Section: Antecedentes Y Problematizaciónunclassified

“…En un análisis de diferentes modelos teóricos sobre el tipo de conocimientos necesarios para la enseñanza de las matemáticas con tecnología, Hegedus, et al (2017) reconocen que dos de los referentes que sobresalen son el modelo TPACK (Mishra & Koehler, 2006), así como la Aproximación Instrumental (Drijvers & Trouche, 2008;Rabardel, 2002;Trouche, 2005). Por su parte, Tabach y Trgalová (2018) proponen un modelo de Competencias Digitales para la Enseñanza de las Matemáticas con Tecnología, el cual, por un lado, adapta el modelo TPACK, para hacerlo específico al dominio matemático, el cual nombran como Conocimimiento Matemático Digital para la Enseñanza (MDKT, por sus siglas en inglés) y por otro, reconoce la importancia de la doble génesis instrumental (Haspeskian, 2011).…”

Section: Conocimiento Matemático Digital Para La Enseñanza Y La Génesunclassified

Funciones vectoriales y curvas en el espacio mediante software de geometría dinámica: Una experiencia sobre la génesis instrumental de profesores en formación

et al. 2020

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En este reporte se presenta la actividad matemática en que se enrolan profesores en formación en torno al trabajo con funciones vectoriales, particularmente respecto a la visualización de curvas en el espacio mediante GeoGebra. Con base en los elementos teóricos de la aproximación instrumental del uso de herramientas tecnológicas, en su enfoque ergonómico, los resultados de nuestro estudio revelan cómo los profesores utilizan herramientas particulares del software de Geometría Dinámica GeoGebra como instrumento que les permite la reflexión matemática sobre curvas y vectores en el espacio. El estudio se enfoca en el análisis de la génesis instrumental a nivel personal respecto al uso del arrastre a través de deslizadores. Las formas de uso de la herramienta tecnológica por parte de los futuros profesores para visualizar la curva que genera la función vectorial se pueden clasificar en tres: el uso de deslizadores para generar una familia de vectores y el rastro visualizar la curva generada; el uso del registro numérico mediante la hoja de cálculo y la conversión hacia la representación gráfica; el uso del deslizador y el rastro para visualizar tanto la curva generada como los vectores que la producen.

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“…In order to stimulate and structure the discussion, four additional presentations were planned by the Topic Group for introducing the four main themes of the group: they were done by L. Moreno Armella and C. Brady, S. Hegedus and S. Dalton, by H.-S. Siller, by M. Tabach and J. Trgalova. These presentations gave rise to an ICME 13-Topical Survey (Hegedus et al, 2016).…”

Section: The Programmementioning

confidence: 99%

Topic Study Group No. 43: Uses of Technology in Upper Secondary Education (Age 14–19)

Hegedus

Laborde²,

Moreno–Armella

et al. 2017

Proceedings of the 13th International Congress on Mathematical Education

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TSG 43 addressed the use of technology in upper secondary mathematics education from four points of view:-theoretical analysis of epistemological and cognitive aspects of activity in new technology mediated learning environments; -the changes brought by technology in the interactions between environment, students and teachers; -the interrelations between mathematical activities and technology; -skills and competencies that must be developed in teacher education.The group received 42 submissions for a presentation and 5 posters coming from 23 different countries. From these submissions, 12 were selected for a long presentation during the sessions of the Topic Study Group. The other submissions gave rise to short oral communications in slots external to the sessions of the Topic Group. In order to stimulate and structure the discussion, four additional presentations were planned by the Topic Group for introducing the four main themes of the group: they were done by L. Moreno Armella and C. Brady, S. Hegedus and Co-chairs: Stephen Hegedus, Colette Laborde. Team members:

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Uses of Technology in Upper Secondary Mathematics Education

Cited by 46 publications

References 0 publications

Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology

Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology

Funciones vectoriales y curvas en el espacio mediante software de geometría dinámica: Una experiencia sobre la génesis instrumental de profesores en formación

Topic Study Group No. 43: Uses of Technology in Upper Secondary Education (Age 14–19)

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