Abstract
The concept of connectivity, following the development of Internet resources, is more and more widely used, in the society in general, and in the mathematics education community in particular. This chapter aims to question the different meanings, and the potential, of this emergent concept. For this purpose, it lies first on the experience of the author, considering both connecting students as a support of their mathematics learning, and connecting teachers as a support of their professional development. Then it considers the views expressed in the connectivity panel occurring in the 17th ICMI study, dedicated to technology in mathematics education. Finally, it discusses the dynamics of the concept itself for the future of mathematics education.
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Notes
- 1.
To be noticed, shortly after its first appearance, the cable at stake became longer, allowing a wider use of the view-screen: the material evolves for fitting the usages…
- 2.
Actually, in the context of the sherpa-student configuration, I used also to change, during a given mathematical activity, the student playing this role, but, for doing this, I had to plug the cable in another calculator, or to exchange the places occupied by two students. Not so easy to do on the fly.
- 3.
This application comes actually from the development, by Uri Wilenski, of the HubNet module, see Sect. 19.4.1.
- 4.
Framapad: https://framapad.org
- 5.
Developed by Luiz Carlos Guimarães at the LIMC laboratory (Laboratório de Pesquisa e Desenvolvimento em Ensino de Matemática e Ciências, http://www.limc.ufrj.br/site/limc_olaboratorio.html) in the Federal University of Rio de Janeiro.
- 6.
SFoDEM stands for Suivi de Formation à Distance des Enseignants de Mathématiques, what could be translated by « Distant follow-up of Mathematics Teachers Training »
- 7.
It was the ReVEA project (‘Living resources for learning and teaching’, www.anr-revea.fr). The whole interview (audio) is available on the page presenting the ReVEA meeting http://ife.ens-lyon.fr/ife/recherche/groupes-de-travail/revea-collectif. The translation has been made by the author of this chapter.
- 8.
http://mathenpoche.sesamath.net. The English translation of Mathenpoche should be « Maths in the pocket »
- 9.
To be noticed: the online version of the Sésamath textbook are, from the beginning, free. Their printed versions are quite cheap (half the price of an ‘ordinary’ textbook), as the Sésamath authors do not get royalties for their work. The royalties, as low as possible, go to the association, for allowing it to hire the technicians necessary to develop its digital environment.
- 10.
Labomep (http://www.labomep.net/fiches/fiche26.php), meaning ‘Laboratory for math in the pocket’, is an interface opened for schools. Once a school is identified, each teacher, individually or collectively with her colleagues, can design her own resources in combining Sésamath resources. Then, she can, through the Sésamath interface, make these resources available for her students.
- 11.
The MOOC eFAN Maths was hosted by two French institutions: Ecole Normale Supérieure de Cachan et Ecole Normale Supérieure de Lyon.
- 12.
The platform FUN (France Université Numérique http://www.france-universite-numerique.fr/moocs.html) is based on the open source technology EdX.
- 13.
- 14.
NetLogo (https://ccl.northwestern.edu/netlogo/) is a multi-agent programmable modelling environment, developed at the Center for Connected Learning of the Northwestern University. It is an extension of the Logo environment developed by Seymour Papert (http://en.wikipedia.org/wiki/Seymour_Papert)
- 15.
This application, through a cooperation with Texas Instruments, gave birth to the TI-Navigator network, that we describe Sect. 19.2.2.
- 16.
Its website (http://playground.ioe.ac.uk) points out, on its front page: « The playground project is building computer environments for 4–8 year-olds to play, design and create games. A playground is a place to play with rules not just play by them. We aim to harness children's playfulness, creative potential and exploratory spirit, allowing them to enter into abstract and formal ways of thinking » (see also Chap. 18).
- 17.
Scratch: “Create stories, games, and animations, Share with others around the world” (https://scratch.mit.edu), developed by the Massachusetts Institute of Technology, hosting 9,767,423 projects (on 12 June 2005)
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Trouche, L. (2016). Connectivity in Mathematics Education: Drawing Some Lessons from the Current Experiences and Questioning the Future of the Concept. In: Tools and Mathematics. Mathematics Education Library, vol 110. Springer, Cham. https://doi.org/10.1007/978-3-319-02396-0_19
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