TY - CONF
TI - Transitions Toward Digital Resources: Change, Invariance, and
Orchestration
AU - Drijvers, Paul
AU - Gitirana, Veronica
AU - Monaghan, John
AU - Okumus,
AU - Samet
AU - Besnier, Sylvaine
AU - Pfeiffer, Cerenus
AU - Mercat, Christian
AU - and Thomas, Amanda
AU - Christo, Danilo
AU - Bellemain, Franck and
AU - Faggiano, Eleonora
AU - Orozco-Santiago, Jose
AU - Ndlovu, Mdutshekelwa
AU - and Van Dijke-Droogers, Marianne
AU - Ignacio, Rogerio da Silva and
AU - Swidan, Osama
AU - Lealdino Filho, Pedro
AU - de Albuquerque, Rafael
AU - Marinho
AU - Hadjerrouit, Said
AU - Ulger, Tugce Kozakli
AU - Fidje, Anders
AU - Stole
AU - Cunha, Elisabete
AU - Araque, Freddy Yesid Villamizar and
AU - Nongni, Gael
AU - Igliori, Sonia
AU - Naftaliev, Elena
AU - Psycharis,
AU - Giorgos
AU - Carton, Tiphaine
AU - Skott, Charlotte Krog
AU - Gaona, Jorge
AU - and Lucena, Rosilangela
AU - do Nascimento Junior, Jose Vieira and
AU - Tiburcio, Ricardo
AU - Rodrigues, Anderson
PY - 2019
SP - 389-444
PB - SPRINGER INTERNATIONAL PUBLISHING AG
T2 - RESOURCE APPROACH TO MATHEMATICS EDUCATION
TODO - 10.1007/978-3-030-20393-1_12
TODO - Digital resources; instrumental genesis; instrumental orchestration;
documentational approach to didactics; teacher education; design of
learning environments
TODO - This chapter reports on the work of Working Group 4 and focuses on the
integration of digital resources into mathematics teaching and learning
practices. There are five central sections, focusing on, instrumental
genesis, instrumental orchestration, the documentational approach to
didactics, digital resources and teacher education, and the design of
learning environments with the use of digital resources. A range of
constructs and theoretical approaches are covered in these five
sections, and the opening section comments on construct validity and
issues in “networking” theoretical frameworks. The chapter can be
viewed as a literature review which surveys past and present (at the
time of writing) scholarship with an eye to possible future research.
The chapter is extensive in several dimensions: a large range of digital
resources and applications are considered; the subjects using digital
resources are not just teachers but also students, student teachers and
student teacher educators. Issues raised in the sections include
individual and collective use of resources, the adaptation of these
resources for specific learning goals and to prepare (pre- and
in-service) teachers for the use of digital resources.
ER -