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Titlebook: Learning from Computers: Mathematics Education and Technology; Christine Keitel,Kenneth Ruthven Conference proceedings 1993 Springer-Verla

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书目名称Learning from Computers: Mathematics Education and Technology
编辑Christine Keitel,Kenneth Ruthven
视频video
丛书名称NATO ASI Subseries F:
图书封面Titlebook: Learning from Computers: Mathematics Education and Technology;  Christine Keitel,Kenneth Ruthven Conference proceedings 1993 Springer-Verla
描述The NATO Advanced Research Workshop on Mathematics Education and Technology was held in Villard-de-Lans, France, between May 6 and 11, 1993. Organised on the initiative of the BaCoMET (Basic Components of Mathematics Education for Teachers) group (Christiansen, Howson and Otte 1986; Bishop, Mellin-Olsen and van Dormolen 1991), the workshop formed part of a larger NATO programme on Advanced Educational Technology. Some workshop members had already participated in earlier events in this series and were able to contribute insights from them: similarly some members were to take part in later events. The problematic for the workshop drew attention to important speculative developments in the applications of advanced information technology in mathematics education over the last decade, notably intelligent tutoring, geometric construction, symbolic algebra and statistical analysis. Over the same period, more elementary forms of information technology had started to have a significant influence on teaching approaches and curriculum content: notably arithmetic and graphic calculators; standard computer tools, such as spreadsheets and databases; and computer-assisted learning packages and co
出版日期Conference proceedings 1993
关键词Bildungstechnologie; Computer-based Learning Environments; Computerunterstützte Lernumgebungen; Didacti
版次1
doihttps://doi.org/10.1007/978-3-642-78542-9
isbn_softcover978-3-642-78544-3
isbn_ebook978-3-642-78542-9Series ISSN 0258-1248
issn_series 0258-1248
copyrightSpringer-Verlag Berlin Heidelberg 1993
The information of publication is updating

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Software Tools and Mathematics Education: The Case of Statistics,ojects try to take these new developments into account. However, it is not quite clear how to characterize those developments and it is even less clear how new curricula should take these developments into account.
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Didactic Design of Computer-based Learning Environments,s has been well expressed by Schoenfeld (1990): “Understanding… means having a great deal of prerequisite knowledge at one’s fingertips; it means having multiple perspectives on the objects involved…; it means having multiple representations for them, and coordinated means of moving among the perspe
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Computer Use and Views of the Mind, research is guided by various different paradigms. In an eclectic way and without paying very much regard to the various research paradigms, in this chapter I will choose some especially interesting (to me) results and research orientations for the following purpose. After a - necessarily short - p
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Technology and the Rationalisation of Teaching,n’ from which a ‘postindustrial’ or ‘information’ society is emerging (Bell 1980; Friedrichs and Schaff 1982). In many industries, across all sectors of the economy, technological innovation - in particular automation - is transforming working methods and employment patterns. Equally, there has been
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Computers and Curriculum Change in Mathematics,er, has been slow, and even slower has been their entry into mathematics classrooms. “While electronic computation has been in the hands of mathematicians for four decades, it has been in the hands of teachers and learners for at most two decades, mostly in the form of time-shared facilities. But th
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