The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development: Mathematics Education in the Digital Era, cartea 2
Editat de Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclairen Limba Engleză Paperback – 27 sep 2016
In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections:
- An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory).
- A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues.
- Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements
| Toate formatele și edițiile | Preț | Express |
|---|---|---|
| Paperback (2) | 416.13 lei 39-44 zile | |
| Springer International Publishing – 3 mar 2024 | 416.13 lei 39-44 zile | |
| SPRINGER NETHERLANDS – 27 sep 2016 | 896.28 lei 39-44 zile | |
| Hardback (1) | 430.75 lei 6-8 săpt. | |
| Springer International Publishing – 3 mar 2023 | 430.75 lei 6-8 săpt. |
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Specificații
ISBN-13: 9789401779470
ISBN-10: 9401779473
Ilustrații: XIV, 417 p. 72 illus.
Dimensiuni: 155 x 235 mm
Greutate: 0.6 kg
Ediția:Softcover reprint of the original 1st ed. 2014
Editura: SPRINGER NETHERLANDS
Colecția Springer
Seria Mathematics Education in the Digital Era
Locul publicării:Dordrecht, Netherlands
ISBN-10: 9401779473
Ilustrații: XIV, 417 p. 72 illus.
Dimensiuni: 155 x 235 mm
Greutate: 0.6 kg
Ediția:Softcover reprint of the original 1st ed. 2014
Editura: SPRINGER NETHERLANDS
Colecția Springer
Seria Mathematics Education in the Digital Era
Locul publicării:Dordrecht, Netherlands
Cuprins
Contents.- Opening section. –Foreword: David Pimm.- Introduction: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair.- Chapter 0: Interactions between teacher, student, software and mathematics: Getting a purchase on learning with technology: John Mason.- Section A.- Chapter 1: Exploring the quantitative and qualitative gap between expectation and implementation: A survey of English mathematics teachers’ uses of ICT: Nicola Bretscher.- Chapter 2: Teaching with digital technology: Obstacles and opportunities: Michael Thomas and Joann Palmer.- Chapter 3: A developmental model for adaptive and differentiated instruction using classroom networking technology: Allan Bellman, Wellesley R Foshay and Danny Gremillion.- Chapter 4: Integrating technology in the primary school mathematics classroom: The role of the teacher: María Trigueros, María-Dolores Lozano and Ivonne Sandoval.- Chapter 5: Technology integration in secondary school mathematics: The development of teachers’ professional identities: Merrilyn Goos.- Chapter 6: Teaching roles in a technology intensive core undergraduate mathematics course: Chantal Buteau and Eric Muller.- Section B.- Chapter 7: Digital technology and mid-adopting teachers’ professional development: a case study: Paul Drijvers, Sietske Tacoma, Amy Besamusca, Cora van den Heuvel, Michiel Doorman and Peter Boon.- Chapter 8: Teaching mathematics with technology at the kindergarten level :Resources and orchestrations: Ghislaine Geuedet, Laetitia Bueno-Ravel, Caroline Poisard.- Chapter 9: How do teachers integrate technology in their practices? A focus on their instrumental geneses: Mariam Haspekian.- Chapter 10: A methodological approach to researching the development of teachers’ knowledge in a multi-representational technological setting: Alison Clark-Wilson.- Chapter 11: Teachers and technologies: Shared constraints, common responses: Maha Abboud-Blanchard.- Chapter 12: Didactic incidents: A way to improve the professional developmentof mathematics teachers: Gilles Aldon.- Section C.- Chapter 13. Meta-didactical transposition: A theoretical model for teacher education programs: Ferdinando Arzarello, Annalisa Cusi, Rossella Garuti, Nicolina Malara, Francesca Martignone, Ornella Robutti and Cristina Sabena.- Chapter 14: Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice: Kenneth Ruthven.- 15. Conclusion: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair.- Index.
Recenzii
“There is no doubt that today we have entered the digital era, and that integrating this reality into mathematics education is no longer an option. … There is no doubt that this book well reflects the current state of the art in this area … . I recommend its reading to all those who are interested in technology focused teacher practices and teacher professional development.” (Michèle Artigue, Educational Studies in Mathematics, Vol. 90, 2015)
“It is useful to anyone who wants to get a clear picture of what we know about the uses of technology through the lens of the teacher in real mathematics classrooms … . It affords reading from multiple perspectives and promises to be a good tool for teacher education and post-graduate courses. It will also serve as an informative basis on which to engage in further research and acquire sensitivityto new contexts and technological developments for mathematics education.” (Chronis Kynigos, Technology, Knowledge and Learning, Vol. 19, 2014)
“It is useful to anyone who wants to get a clear picture of what we know about the uses of technology through the lens of the teacher in real mathematics classrooms … . It affords reading from multiple perspectives and promises to be a good tool for teacher education and post-graduate courses. It will also serve as an informative basis on which to engage in further research and acquire sensitivityto new contexts and technological developments for mathematics education.” (Chronis Kynigos, Technology, Knowledge and Learning, Vol. 19, 2014)
Caracteristici
Informs policy makers about curriculum innovation in digital mathematics technologies and teacher development in an international context Links research and practice concerning digital technologies for mathematical learning Informs the design of teacher development programmes and projects Provides national and cross-cultural context for mathematics and digital technologies development ?
Notă biografică
Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.
Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities,when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.
Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
Textul de pe ultima copertă
This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices.
Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet.
Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.
Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities, when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.
Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet.
Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.
Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities, when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.
Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.