Publication:
Uses of Technology in Upper Secondary Mathematics Education

datacite.subject.fos oecd::Social sciences::Educational sciences
dc.contributor.author Stephen Hegedus, Colette Laborde, Corey Brady, Sara Dalton, Hans-Stefan Siller, Michal Tabach, Jana Trgalova, Luis Moreno-Armella
dc.date.accessioned 2023-06-27T07:12:26Z
dc.date.available 2023-06-27T07:12:26Z
dc.date.issued 2017
dc.description License: CC BY; Publisher: Springer
dc.description.abstract This survey addresses the use of technology in upper secondary mathematics education from four points of view: theoretical analysis of epistemological and cognitive aspects of activity in new technology mediated learning environments, the changes brought by technology in the interactions between environment, students and teachers, the interrelations between mathematical activities and technology, skills and competencies that must be developed in teacher education. Research shows that the use of some technologies may deeply change the solving processes and contribute to impact the learning processes. The questions are which technologies to choose for which purposes, and how to integrate them, so as to maximize all students’ agency. In particular the role of the teacher in classrooms and the content of teacher education programs are critical for taking full advantage of technology in teaching practice.
dc.identifier.doi https://doi.org/10.1007/978-3-319-42611-2
dc.identifier.isbn 9783319426112
dc.identifier.uri http://repository.vlu.edu.vn:443/handle/123456789/5979
dc.language.iso en
dc.subject "Educational Technology
dc.subject Mediated Activity
dc.subject Cognitive Tools
dc.subject Multimodality
dc.subject Connectivity
dc.subject Teacher Education
dc.subject Technology Mediated Learning Environments."
dc.title Uses of Technology in Upper Secondary Mathematics Education
dc.type Resource Types::text::book
dspace.entity.type Publication
oairecerif.author.affiliation #PLACEHOLDER_PARENT_METADATA_VALUE#
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