Abstract
The purpose of this chapter is to explore how the reflexive interaction between resources, especially digital technologies and mathematical tasks and the users of these resources can lead to different types of transformation. In this exploration, Strässer’s (2009) tetrahedral model for teaching and learning mathematics, which incorporates students, teachers, mathematical knowledge and resources, will be extended by considering the social aspects of coming to know and do mathematics. Research data collected from secondary mathematics classrooms will be used to illustrate how such transformations are played out in authentic classroom settings. Finally, selected types of small-group and whole-class social interactions, as they relate to Strässer (2009) model, will be theorised.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245–274.
Borba, M. C., & Villarreal, M. E. (2006). Humans-with-media and the reorganization of mathematical thinking: information and communication technologies, modeling, visualization, and experimentation. New York: Springer.
Chevallard, Y. (1985/1991). La transposition didactique (2nd ed. 1991 incl. a “postface” and a reprint of the case study by Chevallard & Joshua on distance from Recherches en Didactique des Mathématiques 1982). Grenoble: Pensées sauvages.
Cobb, P. (2007). Putting philosophy to work: Coping with multiple theoretical perspectives. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning: a project of the national council of teachers of mathematics (pp. 3–38). Charlotte, NC: Information Age Pub.
Drijvers, P., & Gravemeijer, K. (2005). Computer algebra as an instrument: Examples of algebraic schemas. In D. Guin, K. Ruthven & L. Trouche (Eds.), The didactical challenge of symbolic calculators: turning a computational device into a mathematical instrument (pp. 163–196). New York: Springer.
Drijvers, P., & Weigand, H. (2010). The role of handheld technology in the mathematics classroom. Zentralblatt för Didaktik der Mathematik, 42(7), 665–666.
Ferrara, F., Pratt, D., & Robutta, O. (2006). The role and uses of technologies for the teaching of algebra and calculus. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: past, present and future (pp. 237–273). Rotterdam: Sense Publishers.
Galbraith, P., Goos, M., Renshaw, P., & Geiger, V. (2001). Integrating technology in mathematics learning: what some students say. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and beyond. Proceedings of the twenty-fourth annual conference of the mathematics education research group of Australasia (MERGA-24). Sydney: MERGA.
Galbraith, P., Renshaw, P., Goos, M., & Geiger, V. (1999). Technology, mathematics, and people: interactions in a community of practice. In J. Truran & K. Truran (Eds.), Making the difference. proceedings of twenty-second annual conference of the mathematics education research group of Australasia (MERGA-22) (pp. 223–230). Sydney: MERGA.
Geiger, V. (2005). Master, servant, partner and extension of self: a finer grained view of this taxonomy. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.), Building connections: Theory, research and practice. proceedings of the twenty-eighth annual conference of the mathematics education research group of Australasia (MERGA-28). Melbourne: MERGA.
Geiger, V. (2006). More than tools: Mathematically enabled technologies as partner and collaborator. In C. P. Hoyles, J. Lagrange, L. Son & N. Sinclair (Eds.), The seventeenth study conference of the international commission on mathematical instruction (pp. 182–189). Hanoi: International Commisson for Mathematics Instruction.
Geiger, V. (2009). Learning mathematics with technology from a social perspective: A study of secondary students’ individual and collaborative practices in a technologically rich mathematics classroom. (Unpublished doctoral dissertation, the University of Queensland). Australasian Digital Theses Program UQ:178520: http://espace.library.uq.edu.au/view/UQ:178520.
Geiger, V., Faragher, R., & Goos, M. (2010). CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal, 22(2), 48–68.
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2000). Reshaping teacher and student roles in technology-enriched classrooms. Mathematics Education Research Journal, 12(3), 303–320.
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior, 22(1), 73–89.
Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218.
Guin, D., Ruthven, K., & Trouche, L. (2005). The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument. New York: Springer.
Hoyles, C., & Lagrange, J.-B. (2010). Introduction. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics education and technology-rethinking the Terrain (Vol. 13, pp. 1–11). New York: Springer.
Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass.: MIT Press.
Kieran, C., & Guzma’n, J. (2005). Five steps to zero: Students developing elementary number theory concepts when using calculators. In W. J. Masalski & P. C. Elliott (Eds.), Technology-supported mathematics learning environments (pp. 35–50). Reston, VA: National Council of Teachers of Mathematics.
Laborde, C. (2002). Integration of technology in the design of geometry tasks with Cabri-geometry. International Journal of Computers for Mathematical Learning, 6(3), 283–317.
Laborde, C., Kynigos, C., Hollebrands, K., & Straesser, R. (2006). Teaching and learning geometry with technology. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: past, present and future (pp. 275–304). Rotterdam: Sense Publishers.
Lesh, R., & English, L. (2005). Trends in the evolution of models & amp; modeling perspectives on mathematical learning and problem solving. Zentralblatt för Didaktik der Mathematik, 37(6), 487–489.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: Sage Publications.
Manouchehri, A. (2004). Using interactive algebra software to support a discourse community. The Journal of Mathematical Behavior, 23(1), 37–62.
Pea, R. (1985). Beyond Amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167–182.
Pea, R. (1987). Cognitive technologies for mathematics education. In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 89–122). Hillsdale, N.J.: Lawrence Erlbaum Associates.
Pea, R. (1993a). Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. Educational Psychologist, 28(3), 265–277.
Pea, R. (1993b). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: psychological and educational considerations (pp. 47–87). Cambridge: Cambridge University Press.
Pierce, R., Ball, L., & Stacey, K. (2009). Is it worth using CAS for symbolic algebra manipulation in the middle secondary years? Some teacher’s views. International Journal of Science and Mathematics Education, 7(6), 1149–1172.
Rezat, S. (2006). A model for textbook use. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Proceedings of the 30th conference of the international group for the psychology of mathematics education (Vol. 4, pp. 409–416). Prague: PME.
Strässer, R. (2009). Instruments for learning and teaching mathematics an attempt to theorize about the role of textbooks, computers and other artefacts to teach and learn mathematics. In M. Tzekaki & H. Sakonidis (Eds.), Proceedings of the 33rd conference of the international group for the psychology of mathematics education (Vol. 1, pp. 67–81). Thessaloniki: PME.
Trouche, L. (2003). From artifact to instrument: mathematics teaching mediated by symbolic calculators. Interacting with Computers, 15(6), 783–800.
Trouche, L. (2005). Instrumental genesis, individual and social aspects. In D. Guin, K. Ruthven, & L. Trouche (Eds.), The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. 197–230). New York: Springer.
Verillon, P., & Rabardel, P. (1995). Cognition and artifacts:A contribution to the study of thought in relation to instrumental activity. European Journal of Psychology of Education, 10, 77–103.
Wartofsky, M. W. (1979). Models. Representation and the scientific understanding (Vol. 129). Dordrecht: Reidel.
Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, Mass.: Harvard University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Geiger, V. (2014). The Role of Social Aspects of Teaching and Learning in Transforming Mathematical Activity: Tools, Tasks, Individuals and Learning Communities. In: Rezat, S., Hattermann, M., Peter-Koop, A. (eds) Transformation - A Fundamental Idea of Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3489-4_11
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3489-4_11
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-3488-7
Online ISBN: 978-1-4614-3489-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)