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Titlebook: Handbook of Digital Resources in Mathematics Education; Birgit Pepin,Ghislaine Gueudet,Jeffrey Choppin Reference work 2024 Springer Nature

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書目名稱Handbook of Digital Resources in Mathematics Education
編輯Birgit Pepin,Ghislaine Gueudet,Jeffrey Choppin
視頻videohttp://file.papertrans.cn/422/421165/421165.mp4
概述Converges digital resources and maths education.Provides a global perspective.Highlights the transformative aspects of digital resources
叢書名稱Springer International Handbooks of Education
圖書封面Titlebook: Handbook of Digital Resources in Mathematics Education;  Birgit Pepin,Ghislaine Gueudet,Jeffrey Choppin Reference work 2024 Springer Nature
描述This handbook presents the state-of-the art scholarship on theoretical frames, mathematical content, learning environments, pedagogic practices, teacher professional learning, and policy issues related to the development and use of digital resources in mathematics education.?.With the advent of more and more open access digital resources, teachers choose from the web what they see fit for their classroom; students choose ‘in the moment’ what they need for their projects and learning paths. However, educators and students often find it difficult to choose from the abundance of materials on offer, as they are uncertain about their quality and beneficial use. It is clear that at a time of bouleversement of the teaching-learning processes, it is crucial to understand the quality and the (potentially) transformative aspects of digital resources. This book provides comprehensive analyses of and insights into the transformative aspects of digital resources..
出版日期Reference work 2024
關(guān)鍵詞digital resources in mathematics education; curriculum materials for mathematics education; curriculum
版次1
doihttps://doi.org/10.1007/978-3-031-45667-1
isbn_ebook978-3-031-45667-1Series ISSN 2197-1951 Series E-ISSN 2197-196X
issn_series 2197-1951
copyrightSpringer Nature Switzerland AG 2024
The information of publication is updating

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Untersuchung des Wassers an Ort und Stellethe power of the virus transformed classrooms – and society in general – during the pandemic period, as well as the challenges of doing education during and after the COVID-19 pandemic. It is emphasized how this construct may be helpful in the struggle for social justice within and beyond mathematics education.
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