Information and Communications Technologies in School Mathematics de David Tinsley

Information and Communications Technologies in School Mathematics: IFIP TC3 / WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum, 26–31 October 1997, Grenoble, France: IFIP Advances in Information and Communication Technology

David Tinsley

David B. Johnson

The International Federation for Information Processing, IFIP, is a multinational federation of professional technical organisations concerned with information processing. IFIP is dedicated to improving communication and increased understanding among practitioners of all nations about the role information processing can play in all walks of life. This Working Conference, Secondary School Mathematics in the World of Communication Technologies: Learning, Teaching and the Curriculum, was organised by Working Group 3.1, Informatics in Secondary Education, ofiFIP Technical Committee for Education, TC3. This is the third conference on this theme organised by WG 3.1, the previous two were held in Varna, Bulgaria, 1977, and Sofia, Bulgaria, 1987-proceedings published by North-Holland Elsevier. The aim of the conference was to take a forward look at the issue of the relationships between mathematics and the new technologies of information and communication in the context of the increased availability of interactive and dynamic information processing tools. The main focus was on the mathematics education of students in the age range of about ll to 18 years and the following themes were addressed: • Curriculum: curriculum evolution; relationships with informatics; • Teachers: professional development; methodology and practice; • Learners: tools and techniques; concept development; research and theory; • Human and social issues: culture and policy; personal impact.

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Cuprins

1 ICT’s and secondary school mathematics—themes, visions and realities.- 2 The impact of informatics on the teaching of mathematics.- 3 Towards an embodied view of the mathematics curriculum in a world of technology.- 4 Social uses of the Internet and the construction of new models for mathematics teaching and learning.- 5 Young students and future teachers as passengers on the Logo engine.- 6 How informatics and discrete thinking return to school.- 7 For the development of mathematics education: from the viewpoint of computer science.- 8 Using the history of mathematics as a source of technology-rich problems.- 9 Towards more natural interfaces.- 10 Spreadsheets: just smart calculators or a new paradigm for thinking about mathematical structures?.- 11 Personal computing technology: use and possibilities.- 12 Computer-supported mathematical learning in the information age: mathematical modelling learned through hypertexts.- 13 A genetic way to conic sections and planetary motion with Cabri-Géomètre.- 14 Construction of meaning and teacher control of learning.- 15 Teacher training as a key issue for the integration of computer technologies.- 16 The computer in mathematics teaching: scenes from the classroom.- 17 The integration of IT and teacher training: supporting teachers in their use of hardware and software tools in the school mathematics classroom.- 18 Teachers and technology: the case of mathematical learning.- 19 Teachers and technology: pre-service training for mathematics.- 20 Moving from fashions to a continuous stream of change: teacher development and IT.- 21 A culture of proving in school mathematics?.- 22 Relationship between the spatial and theoretical in geometry: the role of computer dynamic representations in problem solving.- 23 Computers andapplied constructivism.- 24 Cognitive development and classroom interaction: a theoretical foundation for teaching and learning.- 25 Preparing for the computer age at an early age.- 26 Construction of personal meaning through the use of advanced geometrical software: the case of trigonometry.- 27 Complementing different software environments to mediate the introduction of variable, parameter and unknown.- 28 Authority and responsibility when learning mathematics in a technology-enhanced environment.- 29 Human and social issues in the age of informatics.- 30 Challenge, conflict and culture: issues for secondary school mathematics educators.- 31 Spreadsheets for mathematics in a developing nation.- 32 Educational experiments of distance learning and reorganization of mathematics education.- 33 On-line communities as a vehicle for developing secondary mathematics educators.- Focus Group reports.- IFIP country codes for Focus Group participants.- IFIP and Working Group 3.1.- Conference participants.- Keyword index.