Noss, Richard and Hoyles, Celia and Kent, Phillip (2004) On the integration of digital technologies into mathematics classrooms. International Journal of Computers for Mathematical Learning, 9 (3). pp. 309326. ISSN 13823892. DOI UNSPECIFIED

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Abstract
Trouche‘s (2003) presentation at the Third Computer Algebra in Mathematics Education Symposium focused on the notions of instrumental genesis and of orchestration: the former concerning the mutual transformation of learner and artefact in the course of constructing knowledge with technology; the latter concerning the problem of integrating technology into classroom practice. At the Symposium, there was considerable discussion of the idea of situated abstraction, which the current authors have been developing over the last decade. In this paper, we summarise the theory of instrumental genesis and attempt to link it with situated abstraction. We then seek to broaden Trouche‘s discussion of orchestration to elaborate the role of artefacts in the process, and describe how the notion of situated abstraction could be used to make sense of the evolving mathematical knowledge of a community as well as an individual. We conclude by elaborating the ways in which technological artefacts can provide shared means of mathematical expression, and discuss the need to recognise the diversity of student‘s emergent meanings for mathematics, and the legitimacy of mathematical expression that may be initially divergent from institutionalised mathematics.
Item Type:  Article 

Controlled Keywords:  Secondary school, 11  16, Crossnational, ICT and learning 
Divisions:  IOE Departments > Departments > London Knowledge Lab IOE Departments > Departments > Culture, Communication and Media 
Depositing User:  IOE Repository Editor (1) 
Date Deposited:  10 Mar 2010 10:10 
Last Modified:  29 Jan 2015 08:05 