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Third International Handbook of Mathematics Education pp 753–789Cite as

Technology-Driven Developments and Policy Implications for Mathematics Education

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Part of the book series: Springer International Handbooks of Education ((SIHE,volume 27))

Abstract

The advent of technology has done more than merely increase the range of resources available for mathematics teaching and learning: it represents the emergence of a new culture—a virtual culture with new paradigms—which differs crucially from preceding cultural forms. In this chapter, the implications of this paradigm shift for policies concerning learning, curriculum design, and teacher education will be discussed. Also, the ubiquitous possibility of emergence of ever-new forms of technology brings about both new opportunities for learning and collaborative work (involving students and teachers), as well as potential dangers. Policy measures may give priority to technological access and developments, over the intellectual growth of learners and the professional development of teachers—which should be more demanding goals of mathematics education. Such policy issues will be discussed.

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Authors and Affiliations

  1. Ecole Normale Supérieure de Lyon, Institut Français de l’Education, Lyon, France

    L. Trouche

  2. Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

    P. Drijvers

  3. Brest University, Rennes, France

    G. Gueudet

  4. Center for Research & Advanced Studies (Cinvestav), Mexico, Mexico

    A. I. Sacristán

Authors
  1. L. Trouche
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  2. P. Drijvers
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  3. G. Gueudet
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  4. A. I. Sacristán
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Correspondence to L. Trouche .

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Editors and Affiliations

  1. Illinois State University, n/a, Normal, 61790-4520, Illinois, USA

    M.A. (Ken) Clements

  2. Fac. Education, Centre for Science, Mathematics &, Monash University, Clayton, 3800, Victoria, Australia

    Alan J. Bishop

  3. FB Erziehungswissenschaft und, Psychologie, FU Berlin, Habelschwerdter Allee 45, Berlin, 14195, Germany

    Christine Keitel

  4. Dept. Mathematics Education, University of Georgia, Aderhold Hall 105, Athens, 30602-7124, Georgia, USA

    Jeremy Kilpatrick

  5. Fac. Education, University of Hong Kong, Pokfulam Road, Hong Kong, Hong Kong SAR

    Frederick K.S. Leung

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Trouche, L., Drijvers, P., Gueudet, G., Sacristán, A.I. (2012). Technology-Driven Developments and Policy Implications for Mathematics Education. In: Clements, M., Bishop, A., Keitel, C., Kilpatrick, J., Leung, F. (eds) Third International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 27. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4684-2_24

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