Abstract
This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in “networking” theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources.
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Notes
- 1.
This section also mentions “documentational genesis.” Sect. 12.4 below considers the Documentational Approach to Didactics. The processes governing instrumental genesis and documentational genesis are similar, although the underlying artifacts these processes work on differ.
- 2.
Our translation.
- 3.
Concerning the question of knowledge and skills mobilized in a broader perspective of resource use (not only with digital resources), reference can be made to the work of Working Group 3: “Instrumentation, skills, design capacity, expertise”; see Chap. 4 of this book, “Documentation Work, Design Capacity, and Teachers’ Expertise in Designing Instruction.”
- 4.
See Hoyles & Noss (1992) for an explication of this term.
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Drijvers, P. et al. (2019). Transitions Toward Digital Resources: Change, Invariance, and Orchestration. In: Trouche, L., Gueudet, G., Pepin, B. (eds) The ‘Resource’ Approach to Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-20393-1_12
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