Transforming the mathematical practices of learners and teachers through digital technology

• Published in: Research in mathematics education Vol. 20; no. 3; pp. 209 - 228
• Main Author: Hoyles, Celia
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.09.2018; Taylor & Francis Ltd
• Subjects: Algebra; Calculators; Computer Games; Computer Graphics; Digital technology; Discovery Learning; Educational Change; Educational Technology; Geometry; Influence of Technology; Information Technology; Intelligence; Intelligent Tutoring Systems; Learning; Mathematical analysis; Mathematics; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Meaning; Power; Students; Teachers; Teaching; Teaching Methods; Technology; Technology Uses in Education; transforming mathematical practices
• ISSN: 1479-4802; 1754-0178
• DOI: 10.1080/14794802.2018.1484799

This article argues that mathematical knowledge, and its related pedagogy, is inextricably linked to the tools in which the knowledge is expressed. The focus is on digital tools and the different roles they play in shaping mathematical meanings and in transforming the mathematical practices of learners and teachers. Six categories of digital tool-use that distinguish their differing potential are presented: (1) dynamic and graphical tools; (2) tools that outsource processing power; (3) tools that offer new representational infrastructures for mathematics; (4) tools that help to bridge the gap between school mathematics and the students' world; (5) tools that exploit high-bandwidth connectivity to support mathematics learning; and (6) tools that offer intelligent support for the teacher when their students engage in exploratory learning with digital technologies. Following exemplification of each category, the article ends with some reflections on the progress of research in this area and identifies some remaining challenges.