Learning from Computers: Mathematics Education and Technology
The NATO Advanced Research Workshop on Mathematics Education and Technology was held in Villard-de-Lans, France, between May 6 and 11, 1993. Organised on the initiative of the BaCoMET (Basic Components of Mathematics Education for Teachers) group (Christiansen, Howson and Otte 1986; Bishop, Mellin-O...
| Other Authors: | , |
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| Format: | eBook |
| Language: | English |
| Published: |
Berlin, Heidelberg
Springer Berlin Heidelberg
1993, 1993
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| Edition: | 1st ed. 1993 |
| Series: | NATO ASI Subseries F:, Computer and Systems Sciences
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| Subjects: | |
| Online Access: | |
| Collection: | Springer Book Archives -2004 - Collection details see MPG.ReNa |
Table of Contents:
- 3. The Computer as Part of the Learning Environment: The Case of Geometry
- 3.1 The dual nature of geometrical figures
- 3.2 Difficulties of students
- 3.3 The notion of geometric figure as mediated by the computer
- 3.4 Changes brought by computers to the relationship to the figure
- 3.5 Interactions between student and software
- 4. Software Tools and Mathematics Education: The Case of Statistics
- 4.1 Didactical transposition and software tools
- 4.2 The revolution in statistics
- 4.3 Graphical and interactive data analysis: an example
- 4.4 Making sense of statistical software tools
- 4.5 Statistics education
- 4.6 Statistics and a re-defined school mathematics
- 5. Didactic Design of Computer-based Learning Environments
- 5.1 Understanding mathematics and the use of computers
- 5.2 Designing QuadFun - A case description
- 5.3 Interlude: Experimental aspects of mathematics
- 5.4 Design issues
- 5.5 A systemic view of didactic design
- 11.9 Reflecting on computers in the classroom: Hardware-software-be(a)ware
- 12. Towards a Social Theory of Mathematical Knowledge
- 12.1 The Mechanistic Age - a historical introduction
- 12.2 Mathematical and social individuation
- 12.3 How can we master technology?
- 12.4 Engineers versus mathematicians since the turn of the century
- References
- Software
- 9. Computers and Curriculum Change in Mathematics
- 9.1 Locating the curriculum
- 9.2 Curriculum change as institutional change
- 9.3 Redefining school mathematics
- 9.4 Planning curriculum change
- 9.5 Alternative scenarios
- 10. On Determining New Goals for Mathematical Education
- 10.1 Goals for mathematics education
- 10.2 Goals for mathematics learners
- 10.3 Role of the teacher and the educational institution
- 10.4 Needed research on goals in mathematics education
- 11. Beyond the Tunnel Vision: Analysing the Relationship Between Mathematics, Society and Technology
- 11.1 Setting the stage
- 11.2 Technology in society
- 11.3 Mathematics shaping society?
- 11.4 Living (together) with abstractions
- 11.5 Mathematical technology as social structures
- 11.6 Structural problems in an abstraction society
- 11.7 Mathematics education as a social enterprise
- 11.8 Mathematics education as a democratic forum
- 1. Microworlds/Schoolworlds: The Transformation of an Innovation
- 1.1 The story of microworlds
- 1.2 The genesis
- 1.3 From designers to mathematics educators
- 1.4 Generating mathematics through microworlds: some illustrations
- 1.5 Evocative computational objects and situated abstractions
- 1.6 Microworlds in school mathematics
- 1.7 Microworlds in the curriculum
- 1.8 Reflections and implications
- 2. Computer Algebra Systems as Cognitive Technologies: Implication for the Practice of Mathematics Education
- 2.1 CAS: Some examples of symbol manipulations
- 2.2 Computers and computer algebras in relation to pure mathematics
- 2.3 Computer Algebra Systems in relation to mathematics education
- 2.4 Opposition to instructional uses of Computer Algebra Systems
- 2.5 Strengths of Computer Algebra Systems as learning tools
- 2.6 Computer algebra in an educational context: One example
- 2.7 CAS: From amplifiers to reorganisers
- 6. Artificial Intelligence and Real Teaching
- 6.1 Didactical interaction revisited
- 6.2 The input of artificial intelligence
- 6.3 Student-computer interaction, an overview
- 6.4 Educational software in the classroom, a new complexity
- 6.5 Open questions for future practice
- 7. Computer Use and Views of the Mind
- 7.1 The notion of cognition
- 7.2 Cognitive reorganization by using tools
- 7.3 Cognitive models and concreteness of thinking
- 7.4 Situated thinking and distributed cognition
- 7.5 The computer as a medium for prototypes
- 7.6 Modularity of thought
- 7.7 Conclusion
- 8. Technology and the Rationalisation of Teaching
- 8.1 The rationalisation of social practice
- 8.2 The elusive rationality of teaching
- 8.3 The marginal impact of machines on teaching
- 8.4 The dynamics of pedagogical change
- 8.5 The programming microworld
- 8.6 The tutoring system
- 8.7 The computer and the rationalisation of teaching