Technology and Resources Technology and Resources

[Ελληνικά]

In this strand, we focus on resources and digital technology in the teaching and learning of mathematics. Specifically, we design Tasks that invite teachers to reflect and discuss classroom situations in which teachers and students use educational software (e.g. Dynamic Geometry, Computer Algebra Systems, etc.) and online or other resources (e.g. search engines, e-books, textbooks, paper and pencil, etc.) to introduce a mathematical topic or to solve a problem. These Tasks discuss a range of ways to approach mathematics – visually, symbolically or in words – and potential connections between these different ways. They also aim to address issues such as affordances and limitations of digital technologies and conflicts between different forms of communicating mathematically. The design of these Tasks draws on research literature as well as teaching practice and, in some cases, is inspired by classroom observations conducted for the PhD project of team member Lina Kayali. Several examples of mathematical problems involving digital technology, which can be used to design Tasks, can be also found in the book “Recursos Computacionais no Ensino de Matemática” (Giraldo, V.; Caetano, P.; Mattos, F., Rio de Janeiro: SBM, 2013).

 

Quadratic with technology [pdf]

Degrees and Radians [pdf]

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Trigonometry  - 1 [pdf]

Trigonometry - 2 [pdf]

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Trigonometry - 3 [pdf]

Trigonometry task - Video 

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Graph transformation [pdf]

Iteration [pdf]

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Function Graph - 1 [pdf]

Function Graph - 2 [pdf]

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Differential Equations with Technology - 1 [pdf]

Differential Equations with Technology - 2 [pdf]

Simultaneous modulus equations [pdf]

 
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Latest Publications Latest Publications

Nardi, E., Healy, L., Biza, I., & Fernandes, S.H.A.A. (2018). ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners, (pp. 147-170). SENSE Publications.

Biza, I., Nardi, E., & Zachariades, T. (2017). Competences of mathematics teachers in diagnosing teaching situations and offering feedback to students: Specificity, consistency and reification of pedagogical and mathematical discourses. In T. Leuders, J. Leuders, & K. Philipp (Eds.), Diagnostic Competence of Mathematics Teachers. Unpacking a complex construct in teacher education and teacher practice, (pp. 55-78). New York: Springer.

Giraldo, V., Rasmussen, C., Biza, I., Khakbaz, A., Hochmuth, R. (2017). Topic Study Group No. 2: Mathematics Education at Tertiary Level, (pp. 381-386). ICME-13 Monographs. Springer, Cham.

Biza, Irene (2017) “Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses. CERME (pp. tbc).

Kayali, L., & Biza, I. (2017). “One of the beauties of Autograph is … that you don’t really have to think”: Integration of resources in mathematics teaching. CERME, (pp. tbc).

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