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On the integration of digital technologies into mathematics classrooms

Noss, Richard; Hoyles, Celia; Kent, Phillip; (2004) On the integration of digital technologies into mathematics classrooms. International Journal of Computers for Mathematical Learning , 9 (3) pp. 309-326. Green open access

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Abstract

Trouche‘s (2003) presentation at the Third Computer Algebra in Mathematics Education Symposium focused on the notions of instrumental genesis and of orchestration: the former concerning the mutual transformation of learner and artefact in the course of constructing knowledge with technology; the latter concerning the problem of integrating technology into classroom practice. At the Symposium, there was considerable discussion of the idea of situated abstraction, which the current authors have been developing over the last decade. In this paper, we summarise the theory of instrumental genesis and attempt to link it with situated abstraction. We then seek to broaden Trouche‘s discussion of orchestration to elaborate the role of artefacts in the process, and describe how the notion of situated abstraction could be used to make sense of the evolving mathematical knowledge of a community as well as an individual. We conclude by elaborating the ways in which technological artefacts can provide shared means of mathematical expression, and discuss the need to recognise the diversity of student‘s emergent meanings for mathematics, and the legitimacy of mathematical expression that may be initially divergent from institutionalised mathematics.

Type: Article
Title: On the integration of digital technologies into mathematics classrooms
Open access status: An open access version is available from UCL Discovery
Language: English
Keywords: Secondary school, 11 - 16, Cross-national, ICT and learning
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10001304
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