Visual Mathematics And Cyberlearning

This first book in the series will describe the Net Generation as visual learners who thrive when surrounded with new technologies and whose needs can be met with the technological innovations. These new learners seek novel ways of studying, such as collaborating with peers, multitasking, as well as use of multimedia, the Internet, and other Information and Communication Technologies. Here we present mathematics as a contemporary subject that is engaging, exciting and enlightening in new ways. For example, in the distributed environment of cyber space, mathematics learners play games, watch presentations on YouTube, create Java applets of mathematics simulations and exchange thoughts over the Instant Messaging tool. How should mathematics education resonate with these learners and technological novelties that excite them?

This volume provides new insights on creativity while focusing on innovative methodological approaches in research and practice of integrating technological tools and environments in mathematics teaching and learning. This work is being built on the discussions at the mini-symposium on Creativity and Technology at the International Conference on Mathematical Creativity and Giftedness (ICMCG) in Denver, USA (2014), and other contributions to the topic. The book emphasizes a diversity of views, a variety of contexts, angles and cultures of thought, as well as mathematical and educational practices. The authors of each chapter explore the potential of technology to foster creative and divergent mathematical thinking, problem solving and problem posing, creative use of dynamic, multimodal and interactive software by teachers and learners, as well as other digital media and tools while widening and enriching transdisciplinary and interdisciplinary connections in mathematics classroom. Along with ground-breaking innovative approaches, the book aims to provide researchers and practitioners with new paths for diversification of opportunities for all students to become more creative and innovative mathematics learners. A framework for dynamic learning conditions of leveraging mathematical creativity with technology is an outcome of the book as well.

This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school. It does this by reporting on major results and implications of the Problem@Web project that investigated youngsters’ mathematical problem solving and, in particular, their use of digital technologies in tackling, and communicating the results of their problem solving, in environments beyond school. The book has two focuses: Mathematical problem solving skills and strategies, forms of representing and expressing mathematical thinking, technological-based solutions; and students ́ and teachers ́ perspectives on mathematics learning, especially school compared to beyond-school mathematics.

This survey addresses the use of technology in upper secondary mathematics education from four points of view: theoretical analysis of epistemological and cognitive aspects of activity in new technology mediated learning environments, the changes brought by technology in the interactions between environment, students and teachers, the interrelations between mathematical activities and technology, skills and competencies that must be developed in teacher education. Research shows that the use of some technologies may deeply change the solving processes and contribute to impact the learning processes. The questions are which technologies to choose for which purposes, and how to integrate them, so as to maximize all students’ agency. In particular the role of the teacher in classrooms and the content of teacher education programs are critical for taking full advantage of technology in teaching practice.

This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.

This book brings together research from mathematics education and instructional design to describe the development and impact of online environments on prospective and practicing teachers’ learning to teach mathematics. The move to online learning has steadily increased over the past decade. Its most rapid movement occurring in 2020 with most instruction taking place remotely. Chapters in this book highlight issues related to teacher learning in three main contexts: formal, informal, and experiential or practice-based. This volume brings together researchers from the different but related fields of instructional design and mathematics education to engage in dialogue around how we design and study the impacts of online learning in general and online mathematics education more specifically. The book is very timely with most instruction taking place online and mathematics educators addressing challenges related to supporting teachers’ formal, informal, and experiential learning online. A chapter in each section will synthesize ideas presented by instructional designers and mathematics educators as it relates to teacher learning in each context. At the end of each section, a retrospective chapter is presented to reflect on what the different perspectives offer to better understand mathematics teacher learning in online environments. This book is of interest to mathematics educators, researchers, teacher educators, professional development providers, and instructional designers.

This book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms. Then, research presented at the MAVI 25 Conference, which took place in Intra (Italy) in June 2019, is grouped in thematic strands that capture cutting-edge issues related to affective components of learning and teaching mathematics. The concluding chapter summarises the main messages and sketches future directions for research on affect in mathematics education. The book is intended for researchers in mathematics education and especially graduate students and PhD candidates who are interested in emotions, attitudes, motivations, beliefs, needs and values in mathematics education.

*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK* This open access book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles – recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

Despite increased interest in mobile devices as learning tools, the amount of available primary research studies on their integration into mathematics teaching and learning is still relatively small due to the novelty of these technologies. Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education presents the best practices in mathematics education research and teaching practice by providing an account of current and future trends and issues in mobile mathematics learning and associated technologies and educational methodologies. This edited volume approaches a broad audience including researchers and practitioners interested in the exploitation of mobile technologies in mathematics teaching and learning, as well as mathematics teachers at all levels. This premier reference source compiles the best practices and recommended processes for effectively utilizing the vast capabilities of mobile technologies in the mathematics classroom through a collection of chapters covering topics including, but not limited to, touch-enabled virtual mapping, perceptual learning technologies, mobile teaching, statistics apps for mobile devices, smartphones for the visually impaired, pedagogical and instructional design, and touch screen interfaces in algebraic instruction.

Academic scholars face a difficult challenge when attempting to grasp the intricate world of mathematics. The complexity of mathematical concepts often lies hidden beneath layers of formulas and procedures, obscuring their true essence. Traditional educational resources often fall short in conveying the profound meaning behind these concepts, leaving students and scholars feeling overwhelmed and irritated. Furthermore, the integration of information technology (IT) with mathematics remains an under explored frontier, preventing the development of logical insights from arbitrary initial conditions. As a result, there is an urgent need for a solution that can bridge these gaps and offer an innovative approach to learning mathematics. Utilizing Visuals and Information Technology in Mathematics Classrooms is a comprehensive and innovative solution to the challenges faced by academic scholars in the field of mathematics. This book takes a bold step in addressing these issues by offering a unique approach – visualization. By harnessing the power of visual representation, we transform complex mathematical concepts into easily understandable images, making the transition from initial states to final states of these crucial ideas visually intuitive. Utilizing Visuals and Information Technology in Mathematics Classrooms not only simplifies the learning process but also sets the stage for a paradigm shift by effectively merging education and IT, creating a forward-thinking approach that is poised to reshape the world of academia.