Youngsters Solving Mathematical Problems with Technology

The Results and Implications of the Problem@Web Project
Softcover Nachdruck of the original 1. Auflage 2016
ISBN: 978-3-319-79698-7
Verlag: Springer International Publishing

Buch, Englisch, Band 5, 255 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 423 g

Reihe: Mathematics Education in the Digital Era

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.

Zielgruppe

Research

Autoren/Hrsg.

Carreira, Susana

Jones, Keith

Nobre, Sandra

Amado, Nélia

Jacinto, Hélia

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Medienpädagogik, Mediendidaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Foreword.- Preface.- Mathematical problem-solving with technology: an overview of the Problem@Web project.- Youngsters solving mathematical problems with technology: their experiences.- Perspectives of teachers on youngsters solving mathematical problems with technology.- Theoretical perspectives on youngsters solving mathematical problems with technology.- Digitally expressing conceptual models of geometrical invariance.- Digitally expressing algebraic thinking in quantity variation.- Youngsters solving mathematical problems with technology: findings and implications.- Afterword.

Über Autor(innen)

Susana Carreira is an associate professor in the mathematics department of the Faculty of Sciences and Technology at the University of Algarve. Keith Jones is an associate professor in the School of Education at the University of Southampton. Nélia Amado is an assistant professor in the mathematics department of the Faculty of Sciences and Technology at the University of Algarve. Hélia Jacinto is a PhD student at the research unit of the Institute of Education of the University of Lisbon & Jose Saramago Middle School. Sandra Nobre is a PhD student and mathematics teacher, associated with the research unit of the Institute of Education of the University of Lisbon & Schools group of Paula Nogueira, Olhão, Portugal.