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Book Chapter: Technology in the Mathematics Curriculum
Title  Technology in the Mathematics Curriculum 

Authors  
Issue Date  2013 
Publisher  Springer 
Citation  Technology in the Mathematics Curriculum. In Clements, MA ... (et al.) (Eds.), Third International Handbook of Mathematics Education, p. 517524. New York: Springer, 2013 How to Cite? 
Abstract  The eight chapters in Section C were prepared by 23 scholars from 13 different nations. The fi rst chapter provides historical perspectives, not only on the use of technology through the ages, but also in relation to the rapid development of digital technologies over the past decade. The “middle chapters” discuss theoretical and practical developments with respect to the implications of emerging technologies
for curriculum development, teaching, learning, and researching mathematics education. For example, what new things in algebra and geometry education can—and should—we do now, given the availability of Computer Algebra Systems, and dynamic geometry software? Will the position of statistical reasoning in the mathematics curriculum change? Will a modelling approach to mathematics problem solving be facilitated by technological developments? What about equity issues? Are we at the beginning of a new era when online and distance forms of mathematics education will become dominant? From a mathematics education perspective, how can students, teachers, schools and researchers take advantage of facilities provided by the Internet? Do technological developments profoundly affect conceptions of proof, and approaches to dealing with proof in school mathematics? How should the ready availability of technology affect the assessment of mathematics learning? The section closes with a provocative discussion of policy implications for mathematics education arising from technological developments. 
Description  Part III: Introduction to Section C: Technology in the Mathematics Curriculum 
Persistent Identifier  http://hdl.handle.net/10722/220657 
ISBN 
DC Field  Value  Language 

dc.contributor.author  Leung, FKS   
dc.date.accessioned  20151016T06:48:40Z   
dc.date.available  20151016T06:48:40Z   
dc.date.issued  2013   
dc.identifier.citation  Technology in the Mathematics Curriculum. In Clements, MA ... (et al.) (Eds.), Third International Handbook of Mathematics Education, p. 517524. New York: Springer, 2013   
dc.identifier.isbn  9781461446835   
dc.identifier.uri  http://hdl.handle.net/10722/220657   
dc.description  Part III: Introduction to Section C: Technology in the Mathematics Curriculum   
dc.description.abstract  The eight chapters in Section C were prepared by 23 scholars from 13 different nations. The fi rst chapter provides historical perspectives, not only on the use of technology through the ages, but also in relation to the rapid development of digital technologies over the past decade. The “middle chapters” discuss theoretical and practical developments with respect to the implications of emerging technologies for curriculum development, teaching, learning, and researching mathematics education. For example, what new things in algebra and geometry education can—and should—we do now, given the availability of Computer Algebra Systems, and dynamic geometry software? Will the position of statistical reasoning in the mathematics curriculum change? Will a modelling approach to mathematics problem solving be facilitated by technological developments? What about equity issues? Are we at the beginning of a new era when online and distance forms of mathematics education will become dominant? From a mathematics education perspective, how can students, teachers, schools and researchers take advantage of facilities provided by the Internet? Do technological developments profoundly affect conceptions of proof, and approaches to dealing with proof in school mathematics? How should the ready availability of technology affect the assessment of mathematics learning? The section closes with a provocative discussion of policy implications for mathematics education arising from technological developments.   
dc.language  eng   
dc.publisher  Springer   
dc.relation.ispartof  Third International Handbook of Mathematics Education   
dc.title  Technology in the Mathematics Curriculum   
dc.type  Book_Chapter   
dc.identifier.email  Leung, FKS: frederickleung@hku.hk   
dc.identifier.authority  Leung, FKS=rp00924   
dc.identifier.doi  10.1007/9781461446842   
dc.identifier.hkuros  255601   
dc.identifier.spage  517   
dc.identifier.epage  524   
dc.publisher.place  New York   