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Which Techno-mathematical Literacies Are Essential for Future Engineers?

Due to increased use of technology, the workplace practices of engineers have changed. So-called techno-mathematical literacies (TmL) are necessary for engineers of the 21st century. Because it is still unknown which TmL engineers actually use in their professional practices, the purpose of this study was to identify these TmL. Fourteen semi-structured interviews were conducted ...

Didactical engineering in France; an insider’s and an outsider’s view on its foundations, its practice and its impact

The notion of didactical engineering has influenced and characterized contemporary research in mathematics education in France to an important extent. In this paper, we address the following from an insider’s and an outsider’s perspective: (1) the way this notion is theoretically grounded, (2) the kinds of design research practices has it led to and is leading to, and (3) the way ...

Improving Grade 7 Students’ Achievement in Initial Algebra Through a Technology-Based Intervention

Digital technology plays an increasingly important role in daily life, mathematics education and algebra education in particular. To investigate the effect of a technology-rich intervention related to initial algebra on the achievement of 12–13 year old Indonesian students, we set up an experiment. The experimental group’s intervention focused on equations in one variable and is ...

Digital Tools for Algebra Education: Criteria and Evaluation

In the Netherlands, as in many other countries, the algebraic expertise of students graduating from secondary education is an issue. The use of digital tools for algebra education is expected to change epistemologies, activity structures and student achievement. Therefore, a study was set up to investigate in what way the use of ICT in upper secondary education might enhance the ...

One episode, two lenses

A deep understanding of students’ learning processes is one of the core challenges of research in mathematics education. To achieve this, different theoretical lenses are available. The question is how these different lenses compare and contrast, and how they can be coordinated and combined to provide a more comprehensive view on the topic of study. To investigate this, one single ...

The role of handheld technology in the mathematics classroom

Paul Drijvers 0 Hans-Georg Weigand 0 0 P. Drijvers H.-G. Weigand (&) Wurzburg, Germany extended experimental and discovering learning; concept formation on a broad numerical basis; more

TOOL USE AND THE DEVELOPMENT OF THE FUNCTION CONCEPT: FROM REPEATED CALCULATIONS TO FUNCTIONAL THINKING

The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how the use of computer tools may foster this transition. With domain-specific pedagogical knowledge on the learning of function as a point of departure and the notions of emergent ...

MobileMath: exploring mathematics outside the classroom

Computer games seem to have a potential for engaging students in meaningful learning, inside as well as outside of school. With the growing availability of mobile handheld technology (HHT), a number of location-based games for handheld mobile phones with GPS have been designed for educational use. The exploitation of this potential for engaging students into meaningful learning, ...

The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom

The availability of technology in the mathematics classroom challenges the way teachers orchestrate student learning. Using the theory of instrumental orchestration as the main interpretative framework, this study investigates which types of orchestrations teachers develop when using technology and to what extent these are related to teachers’ views on mathematics education and the ...

Problem solving as a challenge for mathematics education in The Netherlands

This paper deals with the challenge to establish problem solving as a living domain in mathematics education in The Netherlands. While serious attempts are made to implement a problem-oriented curriculum based on principles of realistic mathematics education with room for modelling and with integrated use of technology, the PISA 2003 results suggest that this has been successful in ...