Abstract
This paper outlines central points from my presentation at the plenary panel "Big Questions in Mathematics Education" of CERME12. I begin by briefly recounting the historical struggles with implementation of digital tools in mathematics education, and refer to the importance of how digital tools are utilized. To provide an example of the nuances and complexity of the research involved on digital technology in mathematics education, I focus on the specific digital tool of dynamic geometry environments and describe pertinent dimensions of research foci in relation to this software: student
learning, task design, the teacher. I consider some of the major challenges with regards to the implementation of dynamic geometry environments as well as other digital resources in mathematics education. Finally, I reiterate the three broad questions posed for the plenary panel debate.
learning, task design, the teacher. I consider some of the major challenges with regards to the implementation of dynamic geometry environments as well as other digital resources in mathematics education. Finally, I reiterate the three broad questions posed for the plenary panel debate.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Twelfth Congress of European Research in Mathematics Education (CERME12) |
| Place of Publication | Bolzano |
| Publisher | Free University of Bozen-Bolzano, Italy and ERME |
| Pages | 65-68 |
| Number of pages | 4 |
| ISBN (Print) | 9791221025378 |
| Publication status | Published - 2022 |
Keywords
- digital technology
- implementation
- DGE
- the teacher dimension