Mathematics Education in the Digital Age
Learning, Practice and Theory
Herausgeber: Clark-Wilson, Alison; Trgalova, Jana; Weigand, Hans-Georg; Faggiano, Eleonora; Donevska-Todorova, Ana
Mathematics Education in the Digital Age
Learning, Practice and Theory
Herausgeber: Clark-Wilson, Alison; Trgalova, Jana; Weigand, Hans-Georg; Faggiano, Eleonora; Donevska-Todorova, Ana
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Mathematics Education in the Digital Age offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment.
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Mathematics Education in the Digital Age offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment.
Produktdetails
- Produktdetails
- European Research in Mathematics Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 236
- Erscheinungstermin: 25. Mai 2021
- Englisch
- Abmessung: 155mm x 234mm x 20mm
- Gewicht: 402g
- ISBN-13: 9780367684525
- ISBN-10: 0367684527
- Artikelnr.: 60938274
- European Research in Mathematics Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 236
- Erscheinungstermin: 25. Mai 2021
- Englisch
- Abmessung: 155mm x 234mm x 20mm
- Gewicht: 402g
- ISBN-13: 9780367684525
- ISBN-10: 0367684527
- Artikelnr.: 60938274
Alison Clark-Wilson is a Principal Research Fellow at UCL Institute of Education, London, United Kingdom. Alison's research spans aspects of designing, implementing and evaluating digital technologies for mathematics education. She leads the European Society for Research in Mathematics Education's working group on "teaching mathematics with technology and other resources". Ana Donevska-Todorova earned her PhD at the Institute of Mathematics at the Humboldt-University of Berlin and now works in the research field of meaningful design, application and dissemination of digital resources for teaching and learning mathematics. She is fully engaged with the activities of the European Society for Research in Mathematics Education as a member of its International Programme Committee and as a co-leader of the ERME Topic Conferences Mathematics Education in the Digital Age. Eleonora Faggiano is Assistant Professor in Mathematics Education at the University of Bari Aldo Moro, Italy. Her research interests concern the integration of digital and non-digital resources in the teaching practices and mathematics teacher professional development. Jana Trgalova is Associate Professor at Claude Bernard University, France. She is involved in primary and secondary mathematics teacher education and her research focuses on digital technology and resources for mathematics education, their design, appropriation, use and evaluation. Hans-Georg Weigand is Professor at University of Würzburg, Germany. He is interested in the use of digital technologies in mathematics education and teacher education, having authored books on algebra, geometry and computers in mathematics education. He leads the European Society for Research in Mathematics Education's working group on "learning mathematics with technology and other resources".
1. Introduction 2. Online resources for mathematics teaching and learning
at the university level: Three case examples that highlight principles for
task design driven by students' and teachers' needs 3. Quality of
task-design in technology-enhanced resources for teaching and learning
mathematics 4. Towards Pragmatic Theories that Underpin the Design of
Teacher Professional Development Concerning Technology Use in School
Mathematics 5. Technology-rich assessment in mathematics 6. Digital
platforms for mathematics teacher curriculum design: affordances and
constraints 7. CAS from an Assessment Point of View: Challenges and
Potentials 8. Digital maps of the connections in school mathematics: Three
projects to enhance teaching and learning 9. The Role of Technology in the
Pragmatic-Abstract Continuum in Mathematics Curriculum Development and Task
Design 10. A framework for analysing students' learning of function at
upper secondary level: Connected Working Spaces and Abstraction in Context
11. Challenges of making sense of tasks and automated feedback in digital
mathematics textbooks 12. Technology integration for mathematics education
in developing countries, with focus on India and Mexico 13. Aligning
teaching with current experiences of being, becoming and belonging: An
identity perspective on the use of digital resources.
at the university level: Three case examples that highlight principles for
task design driven by students' and teachers' needs 3. Quality of
task-design in technology-enhanced resources for teaching and learning
mathematics 4. Towards Pragmatic Theories that Underpin the Design of
Teacher Professional Development Concerning Technology Use in School
Mathematics 5. Technology-rich assessment in mathematics 6. Digital
platforms for mathematics teacher curriculum design: affordances and
constraints 7. CAS from an Assessment Point of View: Challenges and
Potentials 8. Digital maps of the connections in school mathematics: Three
projects to enhance teaching and learning 9. The Role of Technology in the
Pragmatic-Abstract Continuum in Mathematics Curriculum Development and Task
Design 10. A framework for analysing students' learning of function at
upper secondary level: Connected Working Spaces and Abstraction in Context
11. Challenges of making sense of tasks and automated feedback in digital
mathematics textbooks 12. Technology integration for mathematics education
in developing countries, with focus on India and Mexico 13. Aligning
teaching with current experiences of being, becoming and belonging: An
identity perspective on the use of digital resources.
1. Introduction 2. Online resources for mathematics teaching and learning
at the university level: Three case examples that highlight principles for
task design driven by students' and teachers' needs 3. Quality of
task-design in technology-enhanced resources for teaching and learning
mathematics 4. Towards Pragmatic Theories that Underpin the Design of
Teacher Professional Development Concerning Technology Use in School
Mathematics 5. Technology-rich assessment in mathematics 6. Digital
platforms for mathematics teacher curriculum design: affordances and
constraints 7. CAS from an Assessment Point of View: Challenges and
Potentials 8. Digital maps of the connections in school mathematics: Three
projects to enhance teaching and learning 9. The Role of Technology in the
Pragmatic-Abstract Continuum in Mathematics Curriculum Development and Task
Design 10. A framework for analysing students' learning of function at
upper secondary level: Connected Working Spaces and Abstraction in Context
11. Challenges of making sense of tasks and automated feedback in digital
mathematics textbooks 12. Technology integration for mathematics education
in developing countries, with focus on India and Mexico 13. Aligning
teaching with current experiences of being, becoming and belonging: An
identity perspective on the use of digital resources.
at the university level: Three case examples that highlight principles for
task design driven by students' and teachers' needs 3. Quality of
task-design in technology-enhanced resources for teaching and learning
mathematics 4. Towards Pragmatic Theories that Underpin the Design of
Teacher Professional Development Concerning Technology Use in School
Mathematics 5. Technology-rich assessment in mathematics 6. Digital
platforms for mathematics teacher curriculum design: affordances and
constraints 7. CAS from an Assessment Point of View: Challenges and
Potentials 8. Digital maps of the connections in school mathematics: Three
projects to enhance teaching and learning 9. The Role of Technology in the
Pragmatic-Abstract Continuum in Mathematics Curriculum Development and Task
Design 10. A framework for analysing students' learning of function at
upper secondary level: Connected Working Spaces and Abstraction in Context
11. Challenges of making sense of tasks and automated feedback in digital
mathematics textbooks 12. Technology integration for mathematics education
in developing countries, with focus on India and Mexico 13. Aligning
teaching with current experiences of being, becoming and belonging: An
identity perspective on the use of digital resources.