ABSTRACT
Complex problems in education require broad perspectives and approaches. This chapter considers some perspectives, models and directions for research on IT and mathematics learning.
Research on the learning of mathematics has increased steadily for decades (Bishop et al. 1996; English 2002; Lester 2007). In a review paper Nelson (1997) describes changing views of mathematics learning, arguing that teaching can be based on development of the students’ own thinking and that the intellectual authority of the classroom can be based on reasoning processes where both students and teacher participate in the generation and validation of mathematical knowledge. However, many of the studies referred to do not include IT in the teaching and learning of mathematics; IT is still seen as an isolated option rather than as a natural part of mathematics learning, despite researchers criticising this for a long time.
