By Adrian Oldknow, Carol Knights, Sue Brindley
Arithmetic schooling with electronic expertise examines ways that largely on hand electronic applied sciences can be utilized to profit the educating and studying of arithmetic. The individuals provide their insights to find the worth of electronic know-how for arithmetic studying in the context of facts from documented perform, earlier learn and of academic coverage making. Key pedagogical makes use of of electronic applied sciences are evaluated when it comes to potent arithmetic studying and sensible rules for educating and studying arithmetic with electronic know-how are significantly analysed. the quantity concludes by means of destiny advancements and by way of contemplating the ways that ICT should be used as a catalyst for cross-curricular paintings to accomplish larger curricular coherence. >
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Extra info for Mathematics Education with Digital Technology (Education And Digital Technology)
T. and Thomas, M. O. J. (2000). ‘Building a versatile understanding of algebraic variables with a graphic calculator’. Educational Studies in Mathematics, 41 (3), 265–82. Hollar, J. C. and Norwood, K. (1999). ‘The effects of a graphing-approach intermediate algebra curriculum on students’ understanding of function’. Journal for Research in Mathematics Education, 30 (2), 220–26. , and Strässer, R. (2008). ‘Technology and the learning of geometry at the secondary level’. In Heid, K. and Blume, G.
Looking back at the hopes and expectations of earlier writers, he reflects on some of the reasons that technological progress may not have materialized in the classroom to the extent anticipated. Don Passey reports on a longitudinal study carried out in the United Kingdom, analysing the impact that interactive whiteboards can have on the learning and teaching of mathematics. Many aspects of the ways in which cognitive and motivational processes are supported are considered. Walter Stroup, Lupita Carmona and Sarah M.
During this period, other members joined, new projects emerged; collaborative work started around the textbooks (Gueudet andTrouche, 2009a). A special website (Sesaprof) was opened in 2008 for Sesamath resources users. On this site, users could share their experiences and more than 7000 teachers have already registered. The association’s present projects comprise, in particular, a resource called LaboMep, incorporating a new version of Mathenpoche together with other software, which can be easily integrated in a Virtual Learning Environment and can also be translated into different languages.