Introduction: the transformative nature of “dynamic” educational technology

Artigue (2005, p. 246) states that “these [previous] values were established, through history, in environments poor in technology, and they have only slowly come to terms with the evolution of mathematical practice linked to technological evolution.” [...]the school culture requires the gradual re-o...

Full description

Saved in:
Bibliographic Details
Published inZDM Vol. 41; no. 4; pp. 397 - 398
Main Authors Hegedus, Stephen J., Moreno-Armella, Luis
Format Journal Article
LanguageEnglish
Published Berlin/Heidelberg Springer-Verlag 01.08.2009
Springer Nature B.V
Subjects
Cognition & reasoning
Core curriculum
Crystallization
Digital technology
Education
Educational Research
Educational technology
Evolution
Introduction
Learning
Mathematics
Mathematics Education
Pedagogy
School environment
Semiotics
Software
Students
Teachers
Online AccessGet full text

Cover

More Information
Summary:Artigue (2005, p. 246) states that “these [previous] values were established, through history, in environments poor in technology, and they have only slowly come to terms with the evolution of mathematical practice linked to technological evolution.” [...]the school culture requires the gradual re-orientation of its practices to gain access to new habits of mind and to the new environments resulting from a serious presence of digital technologies. [...]this issue will offer a new perspective with examples from our research to approach the new problematique made tangible by digital technologies. [...]for us (the authors of this introductory article), a symbol is the embodiment of a dynamic complex of crystallized actions.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-009-0201-9