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      Book

      Mathematics Education in the Digital Age
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      Book

      Mathematics Education in the Digital Age

      DOI link for Mathematics Education in the Digital Age

      Mathematics Education in the Digital Age book

      Learning, Practice and Theory

      Mathematics Education in the Digital Age

      DOI link for Mathematics Education in the Digital Age

      Mathematics Education in the Digital Age book

      Learning, Practice and Theory
      Edited ByAlison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Jana Trgalová, Hans-Georg Weigand
      Edition 1st Edition
      First Published 2021
      eBook Published 25 May 2021
      Pub. Location London
      Imprint Routledge
      DOI https://doi.org/10.4324/9781003137580
      Pages 252
      eBook ISBN 9781003137580
      Subjects Education
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      Clark-Wilson, A., Donevska-Todorova, A., Faggiano, E., Trgalová, J., & Weigand, H.-G. (Eds.). (2021). Mathematics Education in the Digital Age: Learning, Practice and Theory (1st ed.). Routledge. https://doi.org/10.4324/9781003137580

      ABSTRACT

      The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment.

      Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes:

      • Mathematics teacher education and professional development
      • Mathematics curriculum development and task design
      • The assessment of mathematics
      • Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age

      This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.

      TABLE OF CONTENTS

      chapter 1|6 pages

      Introduction

      ByAlison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Jana Trgalová, Hans-Georg Weigand

      chapter 2|16 pages

      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
      ByGiovannina Albano, Margo Kondratieva, Agnese Ilaria Telloni

      chapter 3|19 pages

      Quality of task design in technology-enhanced resources for teaching and learning mathematics

      ByAna Donevska-Todorova, Jana Trgalová, Christof Schreiber, Teresa Rojano

      chapter 4|19 pages

      Towards pragmatic theories that underpin the design of teacher professional development concerning technology use in school mathematics

      ByEleonora Faggiano, Helena Rocha, Ana Isabel Sacristán, Marisol Santacruz-Rodríguez

      chapter 5|15 pages

      Technology-rich assessment in mathematics

      ByMaria Fahlgren, Mats Brunström, Frederik Dilling, Bjarnheiður Kristinsdóttir, Guido Pinkernell, Hans-Georg Weigand

      chapter 6|15 pages

      Digital platforms for mathematics teacher curriculum design

      Affordances and constraints
      ByGhislaine Gueudet, Birgit Pepin, Scott Courtney, Zeger-Jan Kock, Morten Misfeldt, Andreas Lindenskov Tamborg

      chapter 7|22 pages

      CAS from an assessment point of view

      Challenges and potentials
      ByUffe Thomas Jankvist, Jonas Dreyøe, Eirini Geraniou, Hans-Georg Weigand, Morten Misfeldt

      chapter 8|17 pages

      Digital maps of the connections in school mathematics

      Three projects to enhance teaching and learning
      ByMartha Koch, Jere Confrey, Alison Clark-Wilson, Ellen Jameson, Christine Suurtamm

      chapter 9|12 pages

      The role of technology in the pragmatic-abstract continuum in mathematics curriculum development and task design

      ByAllen Yuk Lun Leung, Ana Donevska-Todorova

      chapter 10|18 pages

      A framework for analyzing students’ learning of function at the upper-secondary level

      Connected working spaces and abstraction in context
      ByGiorgos Psycharis, Georgios-Ignatios Kafetzopoulos, Jean-Baptiste Lagrange

      chapter 11|17 pages

      Challenges of making sense of tasks and automated feedback in digital mathematics textbooks

      BySebastian Rezat, Florian Schacht, Uta Häsel-Weide

      chapter 12|28 pages

      Technology integration for mathematics education in developing countries, with a focus on India and Mexico

      ByAna Isabel Sacristán, Jeenath Rahaman, Suchismita Srinivas, Teresa Rojano

      chapter 13|15 pages

      Aligning teaching with current experiences of being, becoming and belonging

      An identity perspective on the use of digital resources
      ByCharlotte Krog Skott, Giorgos Psycharis, Jeppe Skott
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