TSG 15: The role and use of technology in the
teaching and learning of mathematics
Team Chairs
Lulu Healy, Centre of Exact and Technlogical Sciences, Pontifical
Catholic University of S“o Paulo
Address: Rua MarquÍs de Paranagu· 111, ConcolaÁ“o, S“o Paulo SP 01303-050,
Brazil
lulu@pucsp.br
Jim Kaput
Department of Mathematics, University of Massachusetts - Dartmouth
Address: 285 Old Westport Rd., No. Dartmouth, MA 02747-2300,
jkaput@umassd.edu
Team Members
Rosihan M. Ali, School of Mathematical Sciences, Malaysia University
of Science, Malaysia
rosihan@cs.usm.my
Andrej Blejec, National Institute of Biology,
Slovenia
andrej.blejec@uni-lj.si
Luc Trouche, IREM, University of Montpellier II, C.C.
040, France
trouche@darboux.math.univ-montp2.fr
We hope that the ICME 10 Topic Study Group The Role and Use of Technology in the Teaching and Learning of Mathematics will serve a dual role: as a forum in which mathematics educators may come together to discuss and to probe major issues associated with the integration of technology into scenarios associated with mathematics teaching and learning and as a place where we can share our ongoing work and perspectives.
With this in mind, our aim is to organise the Topic Group so that we can take advantage of the special event of ICME to do two things:
(1) To step back and think about the overarching big ideas and long term trends related to technology in mathematics education, with a focus on promising directions and foundational issues.
(2) To share participantsí ongoing work and perspectives in ways that inform the longer view of technology in education and vice-versa, to be informed by the longer view.
To serve these ambitious goals, we propose to organise the topic group around a set of three inter-related themes as well as to utilise web-presentations in advance of ICME 10. The themes proposed are:
(1) Mathematical Thinking, Technology and the Evolution of Mathematics
- Clarifying the Reciprocal Relationships
This theme is suggested in order to bring together those interested in
theoretical models of the ways in which technology shapes, and is shaped
by, learners' mathematical activities and developing meanings.
Additionally, it will provide the place to discuss the co-evolution of
Mathematics and Technology and examine the new mathematics that particular
technologies make possible, both from a historical perspective (looking
back) and a with an eye to future developments (looking forward).
(2) Orchestration of Mathematics Teaching in the Presence of Technology
- Understanding Structure in the Variation
The focus in this theme will be on pedagogic mediation of technology-integrated
learning scenarios and how different instructional approaches and
classroom organisations impact mathematical interactions in classrooms.
Issues connected to the design and configuration of technology, tools and
tasks for technology-rich learning scenarios ñ and in particular the
principles that seem to be at work ñ will also be given space in this
theme.
(3) What Are Key Factors in the Design of, and What Are Implications of
such New Technologies As Classroom Networks, New Actions, New
Representations, and New Devices?
This future-oriented theme intends reflection on the current and rapid
future development of new classroom technologies (software, wireless
networks, and new device-types) and their potential to yield new forms of
teaching, learning and participation. For example, what new options are
open when students and teacher can send mathematical objects fluently
across diverse devices in a wirelessly connected classroom? How are
assumptions about the learnability of topics challenged by new technology
capacities?
Our objective in choosing this strongly thematic approach is to advance the field by providing a coherent, forward-looking view that helps people think ahead in productive ways. It is also the case that our Topic is extremely broad, including all age level students, all mathematical topics, and all kinds of technology, so establishing coherence is a major challenge. We hope that our work will also help lay the base for published products, including summary papers, books or monographs.
We welcome contributions explicitly related to the three themes outlined above. Because of the limited amount of time allocated to the topic study groups and an expectation of several dozen papers, we have decided to host paper presentations in poster sessions (see programme). While no page limit is in force, we strongly prefer shorter papers ahead of longer ones, particularly for inclusion on the web site. All the accepted contributions will be made available on the Topic Group web-site prior to the Congress and all contributors invited to present their work in poster form during the second session, organized by theme. During this session, it is expected that the contributors will be available to discuss their work with the other group members,. The intention is hence to permit a form of oral presentation of all accepted work. Contributors will also be invited to bring copies of accepted papers, including expanded versions, and CDís to be presented-by-distribution during this session.
All proposals will be reviewed by members of the organising group. This review procedure will lead to three possible outcomes: (1) acceptance for poster presentation and distribution, (2) recommendation for revision, or (3) rejection.
Proposals will be accepted until February 15 and information about the acceptance of papers will be available by March 15. Note that earlier submissions allow for the possibility of revision.
Papers should be a MAXIMUM of 8 pages in length. They should be written clearly in English. Text should be 14 point TIMES with 16 point spacing and should fit into an outline of 16 cm x 25 cm. Papers should start with an abstract of up to 10 lines, single spaced and indented 1cm from the left text edge. Spacing between paragraphs should be 12 points. The title should be in 16 point bold capitals, followed by authors' names and institutions in 14 point italics, all centred in the text; name(s) of participating authors should be underlined.
Papers in .doc or .pdf format should be sent to both Topic Group chairs.
The topic study group has been allocated three one hour sessions and one ninety minute (final) session. We intend to set up a web-site so that web-based presentations of participants' work is available in the weeks prior to ICME 10. Our goal is that this Topic Group will lead to published products following the Congress.
Session 0: Web-based preliminary presentations by invitees and presenters in the weeks prior to ICME 10.
Session 1: Three summary plenary 20-minute theme-based presentations by invited speakers addressing one theme and referencing the accepted papers. These will be made Web-available in advance of ICME. Participants select a favorite theme and meet informally to discuss it after the session led by that themeís invited speaker.
Session 2: A dual poster session. One will be for paper-based posters including papers-for-distribution (where desired) organized according to the three themes and further grouped by student age-level. The other will consist of repeating 15 minute parallel live demonstrations of new technologies addressing the issues of Theme 3.
Session 3: An invited 15 minute reaction to the three plenary presentations followed by two parallel theme-based discussion sessions. These discussions, based on the first two themes, should yield plans for the session 4 report, which may include ideas for a publishable product.
Session 4: Each theme-group gives a 10 minute plenary presentation focused on promising directions and foundational issues reflecting their discussions during previous sessions. This will be followed by a 20 minute invited reaction identifying cross-cutting issues and summary. Then the entire TSG plans future activity - perhaps a book, monograph and/or synthesis papers, and perhaps a continuing web site.