LEADER 06155nam 22006495 450 001 9910484460703321 005 20230810233321.0 010 $a94-007-4638-5 024 7 $a10.1007/978-94-007-4638-1 035 $a(CKB)3710000000075933 035 $a(EBL)1592053 035 $a(SSID)ssj0001091277 035 $a(PQKBManifestationID)11713180 035 $a(PQKBTitleCode)TC0001091277 035 $a(PQKBWorkID)11025239 035 $a(PQKB)10258454 035 $a(MiAaPQ)EBC1592053 035 $a(DE-He213)978-94-007-4638-1 035 $a(PPN)176128085 035 $a(EXLCZ)993710000000075933 100 $a20131206d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe Mathematics Teacher in the Digital Era $eAn International Perspective on Technology Focused Professional Development /$fedited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair 205 $a1st ed. 2014. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2014. 215 $a1 online resource (419 p.) 225 1 $aMathematics Education in the Digital Era,$x2211-8144 ;$v2 300 $aDescription based upon print version of record. 311 $a94-007-4637-7 320 $aIncludes bibliographical references and index. 327 $aContents -- Opening section. ?Foreword: David Pimm -- Introduction: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair -- Chapter 0: Interactions between teacher, student, software and mathematics: Getting a purchase on learning with technology: John Mason -- Section A -- Chapter 1: Exploring the quantitative and qualitative gap between expectation and implementation: A survey of English mathematics teachers? uses of ICT: Nicola Bretscher -- Chapter 2: Teaching with digital technology: Obstacles and opportunities: Michael Thomas and Joann Palmer -- Chapter 3: A developmental model for adaptive and differentiated instruction using classroom networking technology: Allan Bellman, Wellesley R Foshay and Danny Gremillion -- Chapter 4: Integrating technology in the primary school mathematics classroom: The role of the teacher: Marķa Trigueros, Marķa-Dolores Lozano and Ivonne Sandoval -- Chapter 5: Technology integration in secondary school mathematics: The development of teachers? professional identities: Merrilyn Goos -- Chapter 6: Teaching roles in a technology intensive core undergraduate mathematics course: Chantal Buteau and Eric Muller -- Section B -- Chapter 7: Digital technology and mid-adopting teachers? professional development: a case study: Paul Drijvers, Sietske Tacoma, Amy Besamusca, Cora van den Heuvel, Michiel Doorman and Peter Boon -- Chapter 8: Teaching mathematics with technology at the kindergarten level :Resources and orchestrations: Ghislaine Geuedet, Laetitia Bueno-Ravel, Caroline Poisard -- Chapter 9: How do teachers integrate technology in their practices? A focus on their instrumental geneses: Mariam Haspekian -- Chapter 10: A methodological approach to researching the development of teachers? knowledge in a multi-representational technological setting: Alison Clark-Wilson -- Chapter 11: Teachers and technologies: Shared constraints, common responses: Maha Abboud-Blanchard -- Chapter 12: Didactic incidents: A way to improve the professional development of mathematics teachers: Gilles Aldon -- Section C -- Chapter 13. Meta-didactical transposition: A theoretical model for teacher education programs: Ferdinando Arzarello, Annalisa Cusi, Rossella Garuti, Nicolina Malara, Francesca Martignone, Ornella Robutti and Cristina Sabena -- Chapter 14: Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice: Kenneth Ruthven -- 15. Conclusion: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair -- Index. 330 $aThis volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers? use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner?s zone theory). A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements  . 410 0$aMathematics Education in the Digital Era,$x2211-8144 ;$v2 606 $aMathematics$xStudy and teaching  606 $aEducational psychology 606 $aEducation$xData processing 606 $aMathematics Education 606 $aEducational Psychology 606 $aComputers and Education 615 0$aMathematics$xStudy and teaching . 615 0$aEducational psychology. 615 0$aEducation$xData processing. 615 14$aMathematics Education. 615 24$aEducational Psychology. 615 24$aComputers and Education. 676 $a510.71 702 $aClark-Wilson$b Alison$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aRobutti$b Ornella$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aSinclair$b Nathalie$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910484460703321 996 $aThe Mathematics Teacher in the Digital Era$92846007 997 $aUNINA