Titlebook: Learning from Computers: Mathematics Education and Technology; Christine Keitel,Kenneth Ruthven Conference proceedings 1993 Springer-Verla

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Limpid

Software Tools and Mathematics Education: The Case of Statistics,ojects try to take these new developments into account. However, it is not quite clear how to characterize those developments and it is even less clear how new curricula should take these developments into account.

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Didactic Design of Computer-based Learning Environments,s has been well expressed by Schoenfeld (1990): “Understanding… means having a great deal of prerequisite knowledge at one’s fingertips; it means having multiple perspectives on the objects involved…; it means having multiple representations for them, and coordinated means of moving among the perspe

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Definitive

Computer Use and Views of the Mind, research is guided by various different paradigms. In an eclectic way and without paying very much regard to the various research paradigms, in this chapter I will choose some especially interesting (to me) results and research orientations for the following purpose. After a - necessarily short - p

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Technology and the Rationalisation of Teaching,n’ from which a ‘postindustrial’ or ‘information’ society is emerging (Bell 1980; Friedrichs and Schaff 1982). In many industries, across all sectors of the economy, technological innovation - in particular automation - is transforming working methods and employment patterns. Equally, there has been

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Computers and Curriculum Change in Mathematics,er, has been slow, and even slower has been their entry into mathematics classrooms. “While electronic computation has been in the hands of mathematicians for four decades, it has been in the hands of teachers and learners for at most two decades, mostly in the form of time-shared facilities. But th

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