Abstract
The aim of this closing chapter is to reflect on the book from outside the German mathematics education community. To do so, the introduction briefly sketches the scene for digital technology in mathematics education. Section 17.2 addresses the book and in particular addresses the straddle between the past and the future, between the practice and the research orientation, that is manifest throughout the chapters and characterizes the transition phase that we find ourselves in. Based on these reflections, Section 17.3 contains a tentative agenda for future directions in teaching practice and research.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020). The future of embodied design for mathematics teaching and learning. Frontiers in Education, 5(147). https://doi.org/10.3389/feduc.2020.00147.
Bakker, A., Cai, J., English, L., et al. (2019). Beyond small, medium, or large: Points of consideration when interpreting effect sizes. Educational Studies in Mathematics, 102(1–8). https://doi.org/10.1007/s10649-019-09908-4.
Böhm, J. (Ed.). (1992). Teaching mathematics with derive. Proceedings of the International School on the Didactics of Computer Algebra. Chartwell Bratt.
Buchberger, B. (1990). Should students learn integration rules? ACM Sigsam Bulletin, 24(1), 10–17. https://doi.org/10.1145/382276.1095228.
Drijvers, P. (2018a). Empirical evidence for benefit? Reviewing quantitative research on the use of digital tools in mathematics education. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of technology in primary and secondary mathematics education; Tools, topics and trends (S. 161–178). Springer.
Drijvers, P. (2018b). Digital assessment of mathematics: Opportunities, issues and criteria. Mesure et Évaluation en Éducation, 41(1), 41–66. https://doi.org/10.7202/1055896ar.
Drijvers, P., Grauwin, S., & Trouche, L. (2020). When bibliometrics met mathematics education research: The case of instrumental orchestration. ZDM, 52(7), 1455–1469. https://doi.org/10.1007/s11858-020-01169-3.
Drijvers, P., Thurm, D., Vandervieren, E., Klinger, M., Moons, F., Van der Ree, H., Mol, A., Barzel, B., & Doorman, M. (2021). Distance mathematics teaching in flanders, Germany and the Netherlands during COVID-19 lockdown. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10094-5.
Heid, M. K. (1988). Resequencing skills and concepts in applied calculus using the computer as a tool. Journal for Research in Mathematics Education, 19, 3–25. https://doi.org/10.2307/749108.
Monaghan, J., Trouche, L., & Borwein, J. (2016). Tools and mathematics. Springer International Publishing.
Proust, C. (2012). Masters’ writings and students’ writings: School material in Mesopotamia. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to ‘lived’ resources. Mathematical curriculum materials and teacher development (S. 161–179). Springer.
Puentedura, R. R. (2006). Transformation, technology, and education. Hippasus.com/resources/tte/
Ruthven, K. (2009). Towards a naturalistic conceptualisation of technology integration in classroom practice: The example of school mathematics. Education and Didactique, 3(1), 131–159. https://doi.org/10.4000/educationdidactique.434.
Thurm, D. (2020). Digitale Werkzeuge im Mathematikunterricht integrieren: Zur Rolle von Lehrerüberzeugungen und der Wirksamkeit von Fortbildungen. Springer Spektrum.
van Leendert, A. J. M., Doorman, L. M., Drijvers, P. H. M., Pel, J., & Van der Steen, J. (2019). An exploratory study of reading mathematical expressions by braille readers. Journal of Visual Impairment and Blindness, 113(1), 68–80. https://doi.org/10.1177/0145482X18822024.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 Der/die Autor(en), exklusiv lizenziert an Springer-Verlag GmbH, DE, ein Teil von Springer Nature
About this chapter
Cite this chapter
Drijvers, P. (2022). Digital Technology in Mathematics Education: Past Performance and Future Pathways. In: Pinkernell, G., Reinhold, F., Schacht, F., Walter, D. (eds) Digitales Lehren und Lernen von Mathematik in der Schule. Springer Spektrum, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-65281-7_17
Download citation
DOI: https://doi.org/10.1007/978-3-662-65281-7_17
Published:
Publisher Name: Springer Spektrum, Berlin, Heidelberg
Print ISBN: 978-3-662-65280-0
Online ISBN: 978-3-662-65281-7
eBook Packages: Life Science and Basic Disciplines (German Language)