What can digital technologies take from and bring to research in mathematics education
What can digital technologies take from and bring to research in mathematics education
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DOI：
10.1007/978-94-010-0273-8_11
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
C. Hoyles;R. Noss
中科院分区：
文献类型：
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作者：
C. Hoyles;R. Noss
在这篇综述中，我们区分了两类数字技术，可编程微世界和表达工具，选择这两类技术是为了突出软件塑造和被纳入数学教学环境的不同方式。这篇综述指出，软件工具确实塑造了学习，但往往是以意想不到的方式。此外，除了对任务和活动结构的依赖并不令人惊讶之外，研究表明，学习对技术的微小变化高度敏感，工具的设计和学习往往是共同进化的。本章为与数学教育相关的任何特定软件的研究确定了一个共同的研究轨迹，并提请注意两个新出现的问题：工具的开放性，以及数学教学和学习的重新概念化。
In this review, we distinguish two categories of digital technologies, programmable microworlds and expressive tools, chosen to highlight the different ways in which software shapes and is shaped by its incorporation into mathematical teaching and learning environments. The review indicates that software tools do indeed shape learning, but often do so in unpredicted ways. Furthermore, apart from its unsurprising dependence on tasks and activity structures, research suggests that learning is highly sensitive to small changes in technologies, and that the design of tools and learning have tended to co-evolve. The chapter identifies a common research trajectory for the study of any particular software in relation to mathematical education as well as drawing attention to two emergent issues: the openness of tools, and the reconceptualisation of mathematical teaching and learning.