Details

Autor(en) / Beteiligte

• Drijvers, Paul
• Gitirana, Verônica
• Monaghan, John
• Okumus, Samet
• Besnier, Sylvaine
• Pfeiffer, Cerenus
• Mercat, Christian
• Thomas, Amanda
• Christo, Danilo
• Bellemain, Franck
• Faggiano, Eleonora
• Orozco-Santiago, José
• Ndlovu, Mdutshekelwa
• van Dijke-Droogers, Marianne
• da Silva Ignácio, Rogério
• Swidan, Osama
• Lealdino Filho, Pedro
• Marinho de Albuquerque, Rafael
• Hadjerrouit, Said
• Kozaklı Ülger, Tuğçe
• Fidje, Anders Støle
• Cunha, Elisabete
• Yesid Villamizar Araque, Freddy
• Nongni, Gael
• Igliori, Sonia
• Naftaliev, Elena
• Psycharis, Giorgos
• Carton, Tiphaine
• Krog Skott, Charlotte
• Gaona, Jorge
• Lucena, Rosilângela
• Vieira do Nascimento Júnior, José
• Tibúrcio, Ricardo
• Rodrigues, Anderson

Titel

Transitions Toward Digital Resources: Change, Invariance, and Orchestration

Ist Teil von

• The ‘Resource’ Approach to Mathematics Education, p.389-444

Ort / Verlag

Cham: Springer International Publishing

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in “networking” theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources.