Digital technologies in designing mathematics education tasks : potential and pitfalls /

This book is about the role and potential of using digital technology in designing teaching and learning tasks in the mathematics classroom and explores mathematics task design when digital technology is part of the teaching and learning environment.

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Bibliographic Details
Other Authors: Liang, Zhanlun (Editor), Baccaglini-Frank, Anna (Editor)
Format: eBook
Published: Switzerland : Springer, [2017]
Series:Mathematics education in the digital era ; v. 8.
Online Access:CONNECT (3 user limit)
CONNECT (3 user limit)
Table of Contents:
  • Exploring techno-pedagogic task design in the mathematics classroom
  • Revisiting theory for the design of tasks: special considerations for digital environments
  • Task design potential of using an interactive whiteboard for implementing inquiry-based learning in mathematics
  • Designing technology that enables task design
  • Designing assessment tasks in a dynamic geometry environment
  • Designing non-constructability tasks in a dynamic geometry environment
  • the planimetere as a real and virtual instrument that mediates an infinitesimal approach to area
  • Engagement with interactive diagrams: the role played by resources and constraints
  • Everybody counts: designing tasks for TouchCounts
  • Designing innovative learning activities to face difficulties in algebra of dyscalculic students: exploiting the functionalities of AlNuSet
  • What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers' knowledge of the roles of examples in proving
  • Supporting variation in task design through the use of technology
  • Feedback and discrepancies of a physical toolkit and a digital toolkit: opportunities and pitfalls for mediating the concept of rotational symmetry
  • Designing for mathematical applications for modelling tasks in technology rich environments
  • Designing interactive dynamic technology activities to support the development of conceptual understanding
  • Tensions to the design of mathematical technological environments: tools and tasks for the teaching of linear functions.