Technology in the Mathematics Curriculum: Front Matter

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.