LEADER 03812nam  22005175  450 
001 9910255156803321
005 20200630180719.0
010   $a3-319-02396-9
024 7 $a10.1007/978-3-319-02396-0
035   $a(CKB)3710000000649221
035   $a(EBL)4509021
035   $a(DE-He213)978-3-319-02396-0
035   $a(MiAaPQ)EBC4509021
035   $a(EXLCZ)993710000000649221
100   $a20160418d2016      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aTools and Mathematics /$fby John Monaghan, Luc Trouche, Jonathan M. Borwein
205   $a1st ed. 2016.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016.
215   $a1 online resource (497 p.)
225 1 $aMathematics Education Library,$x0924-4921 ;$v110
300   $aDescription based upon print version of record.
311   $a3-319-02395-0 
320   $aIncludes bibliographical references at the end of each chapters and index.
327   $aPreface.- 1.Introduction to the book -- 2.Doing mathematics with tools: one task, four tools -- 3.The life of modern Homo Habilis Mathematicus: Experimental computation and visual theorems.- 4.Tools, human development and mathematics .- 5.The development of mat hematics practices in the Mesopotamian scribal schools --  6.Discussions of Part A chapters.-  7. Developments relevant to the use of tools in mathematics --  8.Constructionism -- 9.Activity theoretic approaches.- 10.Didactics of mathematics: concepts, roots, interactions and dynamics from France.- 11.Discussion of issues in chapters in Part B --   12.Integrating tools as an ordinary component of the curriculum in mathematics education.- 13.The calculator debate.- 14.        Tools and mathematics in the real world.- 15.Mathematics teachers and digital tools.- 16.        Tasks and digital tools.- 17.Games: artefacts in gameplay.- 18.Connectivity in mathematics education: Drawing some lessons from the current experiences and questioning the future of the concept.- Epilogue.
330   $aThis book is an exploration of tools and mathematics and issues in mathematics education related to tool use. The book has four parts. The first part sets the scene with a reflection on doing a mathematical task with different tools, a mathematician's account of tool use in his work and historical considerations of tool use. The second part opens with a broad review of technology and intellectual trends, circa 1970, and continues with three case studies of approaches in mathematics education and the place of tools in these approaches. The third part considers issues related to mathematics instructions: curriculum, assessment and policy; the calculator debate; mathematics in the real world; and teachers' use of technology. The final part looks to the future and digital tools: task design; the importance of artefacts in gameplay; and new forms of activity via connectivity.
410  0$aMathematics Education Library,$x0924-4921 ;$v110
606   $aMathematics?Study and teaching 
606   $aMathematics Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O25000
615  0$aMathematics?Study and teaching .
615 14$aMathematics Education.
676   $a510
700   $aMonaghan$b John$4aut$4http://id.loc.gov/vocabulary/relators/aut$0970222
702   $aTrouche$b Luc$4aut$4http://id.loc.gov/vocabulary/relators/aut
702   $aBorwein$b Jonathan M$4aut$4http://id.loc.gov/vocabulary/relators/aut
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910255156803321
996   $aTools and Mathematics$92514647
997   $aUNINA