0000000000211499
AUTHOR
Luc Trouche
Mathematics teachers and digital tools
International audience; This chapter considers mathematics teachers’ appropriation and classroom use of digital tools. The first section considers teachers—who are they, how are they conceived in the literature and what aspects of teachers have been studied? The second section examines twenty-first century research on mathematics teachers using digital tools. This sheds light on the complexity of mathematics teachers’ appropriation and classroom use of digital tools but what we find is that our focus is too narrow and we need to consider digital tools within the range of resources use in planning and realising their lessons, which leads us to the third section, mathematics teachers using re…
Discussions of Part I Chapters
This chapter is an opportunity for one of the authors of this book to question the other two authors in the light of issues raised in Chaps. 2– 5. It constitutes both a follow-up to discussions between authors which occurred over the writing process, and emergent issues—new discussions once the book was almost complete. Some fundamental issues are addressed, about the birth of mathematics (and its deep links with the birth of writing), the relationships between mathematics and other sciences, the interactions between conjecture and proof, and the role of visualisation and of gestures. The text is kept short in order to provoke the readers to reflect on these issues rather than for the autho…
Technology in Mathematics Teaching
This chapter introduces the chapter of the book, in situating it in a trajectory of two researchers.
Discussion of Issues in Chapters in Part II
This chapter is a second opportunity for one of the authors of this book to question the other authors (and a guest, Richard Noss) about matters raised in Chaps. 7– 10. It is designed as a series of questions from John, and Jon, Luc and Richard were free to answer (or not) as they deemed appropriate. The chapter ends with a short review.
Introduction to the Book
This chapter sets the scene for the book. The three sections, respectively: state the purpose and scope of the book; present two attempts at answering the question ‘what is a tool?’; and outline the structure of the book.
Tasks and Digital Tools
International audience; This chapter considers scholastic tasks with digital tools. The first two sections consider tasks in ‘ordinary’ classrooms (tasks for learning) and issues relating to tasks using mathematical software. The first section presents examples of tasks with digital tools to highlight potential problems and opportunities for learning. The second section considers issues arising from the literature on tasks design with and without digital tools. The final section looks at task-tool issues in larger-than-the-individual classroom research and in assessment; it also comments of avenues for further development