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Integrating Technology into Mathematics Education: Theoretical Perspectives

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Mathematics Education and Technology-Rethinking the Terrain

Part of the book series: New ICMI Study Series ((NISS,volume 13))

Abstract

The central question at stake in this chapter is: What theoretical frames are used in technology-related research in the domain of mathematics education and what do these theoretical perspectives offer? An historical overview of the development of theoretical frameworks that are considered to be relevant to the issue of integrating technological tools into mathematics education is provided. Instrumental approaches and the notion of semiotic mediation are discussed in more detail. A plea is made for the development of integrative theoretical frameworks that allow for the articulation of different theoretical perspectives.

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Notes

  1. 1.

    The International Group for the Psychology of Mathematics Education (PME):http://www.igpme.org/

  2. 2.

    The word ‘institution’ has a broad sense in this theory. Here we consider didactic institutions, devoted to the intentional learning of specific knowledge.

  3. 3.

    Stemming from the ancient Greek culture, the distinction between technical and conceptual, and the parallel between practical and ideal, refers to philosophical positions and theoretical oppositions still alive at present; elaborating on this distinction is beyond the goals of this text, but it is useful to keep it in mind in order to understand and overcome the difficulties so often encountered in communicating.

  4. 4.

    The term sign is used consistently with Pierce’s characterization: “Something which stands to somebody for something in some respect or capacity” (Pierce 1932; 2.228), taking into account the need for a broad notion of semiotic system. For further discussion, see Bartolini Bussi and Mariotti (in press) or Arzarello (2006).

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Authors and Affiliations

  1. Freudenthal Institute for Science and Mathematics Education, Utrecht University, Utrecht, The Netherlands

    Paul Drijvers, Janet Ainley, Mette Andresen, Yip Cheung Chan, Thierry Dana-Picard, Ghislaine Gueudet, Ivy Kidron, Allen Leung & Michael Meagher

  2. Département de Mathématiques, Université du Québec à Montréal, Montréal, QC, Canada

    Carolyn Kieran

  3. Dipartimento di Scienze Matematiche ed Informatiche, Università di Siena, Siena, Italy

    Maria-Alessandra Mariotti

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  1. Inst. Education, University College London, Bedford Way 20 , London, WC1H 0AL, United Kingdom

    Celia Hoyles

  2. IUFM de Reims, rue Gabriele Voisin 11, Reims, 51100, France

    Jean-Baptiste Lagrange

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Drijvers, P. et al. (2009). Integrating Technology into Mathematics Education: Theoretical Perspectives. In: Hoyles, C., Lagrange, JB. (eds) Mathematics Education and Technology-Rethinking the Terrain. New ICMI Study Series, vol 13. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0146-0_7

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