Bøker i Mathematics Education in the Digital Era-serien

This book brings together international research on school teachers¿, and university lecturers¿ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers¿ digital skills, knowledge and classroom practices.Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet.

This book focuses on the potential interplay between two distinct, yet related paradigm shifts in mathematics education, drawing on the notion of ¿networking of theories¿ through illustrative case studies from the Danish educational system and beyond. The first paradigm shift is the massive introduction of digital technology in the teaching and learning of the subject; the second is a shift from the traditional focusing on mastering of skills and knowledge to being concerned with the possession and development of mathematical competencies.This book builds on the Danish KOM (Competencies and the Learning of Mathematics) project, which sources its description of mathematical mastery primarily on the notion of a ¿mathematical competency¿ rather than on lists of topics, concepts, and results. This allows for an overarching framework, which captures the perspectives of mathematics teaching and learning at whichever educational level. While the KOM framework does not in detail address the role of digital technologies in relation to its description of different types of mathematical competencies, etc., the chapters of this book set out to do exactly this, while in the process also drawing on a selection of other theoretical constructs and frameworks from mathematics education research.Starting with introductory chapters by key researchers in the area, the book brings forth chapters for each of the KOM framework¿s eight mathematical competencies, authored by Nordic researchers in combination with international scholars. The KOM framework also operates with three types of overview and judgement, which are specifically addressed in relation to the role of digital technologies in the third part of the book. The fourth and final part of the book broadens the scene and provides chapters of a more perspective nature in relation to mathematical competencies in the digital era. The book¿s preface is by Susanne Prediger.

This book presents the important role of mathematics in the teaching of financial education. Through a conceptualization of financial numeracy as a social practice, it focuses on the teaching practices, resources, and needs of secondary mathematics teachers (grades 7-12) to incorporate financial concepts in their classes.

While computational methods are well known to have a huge importance in applied mathematics, there is a perception that mathematicians seeking to derive new mathematical results are unaffected by the digital era.

This volume provides new insights on creativity while focusing on innovative methodological approaches in research and practice of integrating technological tools and environments in mathematics teaching and learning.

It is a significant reference book for those involved with teaching mathematics or using mobile technologies in education, while also offering insights and examples that are applicable to the use of digital technologies in education generally.

This book addresses key issues of Technology and Innovation(s) in Mathematics Education, drawing on heterogeneous ways of positioning about innovation in mathematical practice with technology.

This book explores terminology, frameworks, and research being conducted worldwide on virtual manipulatives. By defining terminology, explaining conceptual and theoretical frameworks, and reporting research, the authors provide a comprehensive foundation on the study and use of virtual manipulatives for mathematics teaching and learning.

This book promotes the experimental mathematics approach in the context of secondary mathematics curriculum by exploring mathematical models depending on parameters that were typically considered advanced in the pre-digital education era.

This book is about the role and potential of using digital technology in designing teaching and learning tasks in the mathematics classroom.

This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school.

This volume provides new insights on creativity while focusing on innovative methodological approaches in research and practice of integrating technological tools and environments in mathematics teaching and learning.

This book is about the role and potential of using digital technology in designing teaching and learning tasks in the mathematics classroom.

This volume traces back the history of interaction between the ¿computational¿ or ¿algorithmic¿ aspects of elementary mathematics and mathematics education throughout ages. More specifically, the examples of mathematical practices analyzed by the historians of mathematics and mathematics education who authored the chapters in the present collection show that the development (and, in some cases, decline) of counting devices and related computational practices needs to be considered within a particular context to which they arguably belonged, namely, the context of mathematics instruction; in their contributions the authors also explore the role that the instruments played in formation of didactical approaches in various mathematical traditions, stretching from Ancient Mesopotamia to the 20th century Europe and North America.