Offers a conceptual framework for reflecting on the role of information and communication technology in mathematics education. This book focuses on how computers, writing and oral discourse transform education at an epistemological as well as a political level. Series: Mathematics Education Library. Num Pages: 232 pages, 42 black & white illustrations, biography. BIC Classification: PB. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 15. Weight in Grams: 549. . 2005. Hardback. . . . . Books ship from the US and Ireland.

Bestandsnummer des Verk�ufers V9780387242637

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Bibliografische Details

Titel: Humans-with-Media and the Reorganization of Mathematical Thinking
Verlag: Springer-Verlag New York Inc.
Erscheinungsjahr: 2005
Sprache: Englisch
ISBN-10: 0387242635
ISBN-13: 9780387242637
Einband: Hardcover
Zustand: New

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This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Discussion focuses on how computers, writing and oral discourse transform education at an epistemological as well as a political level. Building on examples, research and theory, the authors propose that knowledge is not constructed solely by humans, but by collectives of humans and technologies of intelligence.

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This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and oral discourse transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-line mathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.

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