ZDM Pub Date : 2023-11-21 DOI: 10.1007/s11858-023-01535-x

Paul Drijvers, Nathalie Sinclair

{"title":"The role of digital technologies in mathematics education: purposes and perspectives","authors":"Paul Drijvers, Nathalie Sinclair","doi":"10.1007/s11858-023-01535-x","DOIUrl":"https://doi.org/10.1007/s11858-023-01535-x","url":null,"abstract":"<p>Over the last decades, digital technologies (DTs) have become ubiquitous in mathematics education. Still, their integration into classroom teaching and learning varies enormously. In this narrative overview, we focus on the different purposes for which DTs are used in mathematics education in order to study how the effectiveness of DTs depends on researchers’ underlying goals and perspectives. We set up an experience- and literature-based framework including five different purposes. Applying this framework gave rise to the following results: (1) there is evidence for the benefit of using DTs for mathematics learning; (2) research on DTs leads to new theoretical developments and (3) to new design paradigms; (4) issues of equity with respect to access to and use of DTs are important but under-researched; and (5) DTs challenge curricula and teaching and assessment practices. While early research on the use of DTs focused on questions such as “does it work?” or “does it work better?”, the maturing of the field has shifted to more nuanced questions. As a future research agenda, we recommend further study of how the use of DTs in mathematics education impacts the time required for learning as well as the temporality of teaching and learning, how it changes the nature of doing mathematics and the relation to basic skills and higher-order skills in particular, how curricula, teaching practices, and assessment might change due to the availability of sophisticated mathematical tools, how DTs and other resources might be combined in teaching and learning, and how they may help to address equity issues in education. These questions will prompt the development of new theoretical constructs and approaches.</p>","PeriodicalId":501335,"journal":{"name":"ZDM","volume":"19 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138526177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Recent developments in using digital technology in mathematics education 在数学教育中使用数字技术的最新进展

ZDM Pub Date : 2023-11-18 DOI: 10.1007/s11858-023-01530-2

Johann Engelbrecht, Marcelo C. Borba

引用次数: 0

On understanding mathematical problem-posing processes 关于理解数学问题提出过程

ZDM Pub Date : 2023-11-16 DOI: 10.1007/s11858-023-01536-w

Jinfa Cai, Benjamin Rott

{"title":"On understanding mathematical problem-posing processes","authors":"Jinfa Cai, Benjamin Rott","doi":"10.1007/s11858-023-01536-w","DOIUrl":"https://doi.org/10.1007/s11858-023-01536-w","url":null,"abstract":"<p>Problem posing engages students in generating new problems based on given situations (including mathematical expressions or diagrams) or changing (i.e., reformulating) existing problems. Problem posing has been at the forefront of discussion over the past few decades. One of the important topics studied is the process of problem posing as experienced by students and teachers. This paper focuses on problem-posing processes and models thereof. We first provide an overview of previous research and then present the results of a scoping review regarding recent research on problem-posing processes. This review covers 75 papers published between 2017 and 2022 in top mathematics education research journals. We found that some of the prior research directly attempted to examine problem-posing processes, whereas others examined task variables related to problem-posing processes. We conclude this paper by proposing a model for problem-posing processes that encompasses four phases: orientation, connection, generation, and reflection. We also provide descriptions of the four phases of the model. The paper ends with suggestions for future research related to problem-posing processes in general and the problem-posing model proposed in particular.</p>","PeriodicalId":501335,"journal":{"name":"ZDM","volume":"138 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138526188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Correction to: Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course 修正:实施专业导向作为克服克莱因第二不连续的设计原则——职前教师在几何课程背景下对界面活动的看法

ZDM Pub Date : 2023-07-11 DOI: 10.1007/s11858-023-01508-0

Max Hoffmann, Rolf Biehler

引用次数: 0

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