Hoyles, Celia and Noss, Richard (2009) The technological mediation of mathematics and its learning. Human Development, 52 (2). pp. 129147. ISSN 0018716X

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Abstract
This paper examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools – physical, virtual, cultural – in which it is expressed. Our goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. We begin with an appraisal of the role of digital technologies, and our rationale for focusing on them. We present four categories of digital tooluse that distinguish their differing potential to shape mathematical cognition. The four categories are: i. dynamic and graphical tools, ii. tools that outsource processing power, iii. new representational infrastructures, and iv. the implications of highbandwidth connectivity on the nature of mathematics activity. In conclusion, we draw out the implications of this analysis for mathematical epistemology and the mathematical meanings students develop. We also underline the central importance of design, both of the tools themselves and the activities in which they are embedded.
Item Type:  Article 

Additional Information:  This invited paper, published in a leading journal in the field of psychology, examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools – physical, virtual, cultural – in which it is expressed. The goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. The paper concludes by drawing out the implications of this analysis for mathematical epistemology and the mathematical meanings students develop © 2009 S. Karger AG, Basel 
Divisions:  IOE Departments > Departments > London Knowledge Lab 
Depositing User:  IOE Repository Editor (1) 
Date Deposited:  18 Mar 2010 11:45 
Last Modified:  14 Oct 2013 12:05 
URI:  http://eprints.ioe.ac.uk/id/eprint/1722 