TY - CHAP
T1 - Transitions Toward Digital Resources
T2 - Change, Invariance, and Orchestration
AU - Drijvers, Paul
AU - Gitirana, Verônica
AU - Monaghan, John
AU - Okumus, Samet
AU - Besnier, Sylvaine
AU - Pfeiffer, Cerenus
AU - Mercat, Christian
AU - Thomas, Amanda
AU - Christo, Danilo
AU - Bellemain, Franck
AU - Faggiano, Eleonora
AU - Orozco-Santiago, José
AU - Ndlovu, Mdutshekelwa
AU - van Dijke-Droogers, Marianne
AU - da Silva Ignácio, Rogério
AU - Swidan, Osama
AU - Lealdino Filho, Pedro
AU - Marinho de Albuquerque, Rafael
AU - Hadjerrouit, Said
AU - Kozakli Ülger, Tugçe
AU - Fidje, Anders Støle
AU - Cunha, Elisabete
AU - Yesid Villamizar Araque, Freddy
AU - Nongni, Gael
AU - Igliori, Sonia
AU - Naftaliev, Elena
AU - Psycharis, Giorgos
AU - Carton, Tiphaine
AU - Krog Skott, Charlotte
AU - Gaona, Jorge
AU - Lucena, Rosilângela
AU - Vieira do Nascimento Júnior, José
AU - Tibúrcio, Ricardo
AU - Rodrigues, Anderson
PY - 2019/11
Y1 - 2019/11
N2 - This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in ``networking'' theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources.
AB - This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in ``networking'' theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources.
U2 - https://doi.org/10.1007/978-3-030-20393-1_12
DO - https://doi.org/10.1007/978-3-030-20393-1_12
M3 - Chapter
SN - 9783030203924
SP - 389
EP - 444
BT - The 'Resource' Approach to Mathematics Education
A2 - Trouche, Luc
A2 - Gueudet, Ghislaine
A2 - Pepin, Birgit
CY - Cham
ER -