Panel Debate: Technics and technology in mathematics and mathematics education

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt

Standard

Panel Debate: Technics and technology in mathematics and mathematics education. / Misfeldt, Morten.

History and Epistemology in Mathematics Education. red. / Evelyne Barbin; Uffe Thomas Jankvist; Tinne Hoff Kjeldsen. Bind 1 1. udg. Danmarks Pædagogiske Universitet, 2015. s. 41-58.

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt

Harvard

Misfeldt, M 2015, Panel Debate: Technics and technology in mathematics and mathematics education. i E Barbin, UT Jankvist & TH Kjeldsen (red), History and Epistemology in Mathematics Education. 1 udg, bind 1, Danmarks Pædagogiske Universitet, s. 41-58.

APA

Misfeldt, M. (2015). Panel Debate: Technics and technology in mathematics and mathematics education. I E. Barbin, U. T. Jankvist, & T. H. Kjeldsen (red.), History and Epistemology in Mathematics Education (1 udg., Bind 1, s. 41-58). Danmarks Pædagogiske Universitet.

Vancouver

Misfeldt M. Panel Debate: Technics and technology in mathematics and mathematics education. I Barbin E, Jankvist UT, Kjeldsen TH, red., History and Epistemology in Mathematics Education. 1 udg. Bind 1. Danmarks Pædagogiske Universitet. 2015. s. 41-58

Author

Misfeldt, Morten. / Panel Debate: Technics and technology in mathematics and mathematics education. History and Epistemology in Mathematics Education. red. / Evelyne Barbin ; Uffe Thomas Jankvist ; Tinne Hoff Kjeldsen. Bind 1 1. udg. Danmarks Pædagogiske Universitet, 2015. s. 41-58

Bibtex

@inproceedings{8c1430b450da406a9b019e9ee8aa5be7,
title = "Panel Debate: Technics and technology in mathematics and mathematics education",
abstract = "The use of computer technology for teaching and learning of mathematics has severalconsequences and does sometimes give rise to both controversies andmisunderstandings. We address these problems by both a philosophical and ahistorical approach, investigating what it actually is that goes on when newtechnologies enter mathematics as a discipline and mathematics education as asocietal practice. Our analysis suggests a focus on continuities in time and place inthe sense that it is necessary to understand the history of “tool use” in mathematicsand the various ways that scholastic and non-scholastic mathematical practices adoptsuch tools. Furthermore we point to the strong interrelation between mathematics asa body of knowledge, mathematical activity and the technologies used formathematical work. Finally we discuss how different theoretical lenses andepistemological outsets give rise to different guidelines and conclusions regarding theuse of computer technology in mathematics education.",
author = "Morten Misfeldt",
year = "2015",
month = dec,
day = "1",
language = "English",
isbn = "978-87-7684-737-1",
volume = "1",
pages = "41--58",
editor = "Evelyne Barbin and Jankvist, {Uffe Thomas} and Kjeldsen, {Tinne Hoff}",
booktitle = "History and Epistemology in Mathematics Education",
publisher = "Danmarks P{\ae}dagogiske Universitet",
edition = "1",

}

RIS

TY - GEN

T1 - Panel Debate: Technics and technology in mathematics and mathematics education

AU - Misfeldt, Morten

PY - 2015/12/1

Y1 - 2015/12/1

N2 - The use of computer technology for teaching and learning of mathematics has severalconsequences and does sometimes give rise to both controversies andmisunderstandings. We address these problems by both a philosophical and ahistorical approach, investigating what it actually is that goes on when newtechnologies enter mathematics as a discipline and mathematics education as asocietal practice. Our analysis suggests a focus on continuities in time and place inthe sense that it is necessary to understand the history of “tool use” in mathematicsand the various ways that scholastic and non-scholastic mathematical practices adoptsuch tools. Furthermore we point to the strong interrelation between mathematics asa body of knowledge, mathematical activity and the technologies used formathematical work. Finally we discuss how different theoretical lenses andepistemological outsets give rise to different guidelines and conclusions regarding theuse of computer technology in mathematics education.

AB - The use of computer technology for teaching and learning of mathematics has severalconsequences and does sometimes give rise to both controversies andmisunderstandings. We address these problems by both a philosophical and ahistorical approach, investigating what it actually is that goes on when newtechnologies enter mathematics as a discipline and mathematics education as asocietal practice. Our analysis suggests a focus on continuities in time and place inthe sense that it is necessary to understand the history of “tool use” in mathematicsand the various ways that scholastic and non-scholastic mathematical practices adoptsuch tools. Furthermore we point to the strong interrelation between mathematics asa body of knowledge, mathematical activity and the technologies used formathematical work. Finally we discuss how different theoretical lenses andepistemological outsets give rise to different guidelines and conclusions regarding theuse of computer technology in mathematics education.

M3 - Article in proceedings

SN - 978-87-7684-737-1

VL - 1

SP - 41

EP - 58

BT - History and Epistemology in Mathematics Education

A2 - Barbin, Evelyne

A2 - Jankvist, Uffe Thomas

A2 - Kjeldsen, Tinne Hoff

PB - Danmarks Pædagogiske Universitet

ER -

ID: 231955906