id: 06675785
dt: a
an:
au: Clark-Wilson, Alison
ti: Tensions in the design of mathematical technological environments: tools
and tasks for the teaching of linear functions.
so: Leung, Allen (ed.) et al., Digital technologies in designing mathematics
education tasks. Potential and pitfalls. Cham: Springer (ISBN
978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education
in the Digital Era 8, 329-348 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: U70 I20 D50 D30
ut: digital technology; task design; linear functions
ci:
li: doi:10.1007/978-3-319-43423-0_16
ab: Summary: The design of tasks for the exploration of mathematical concepts
involving technology can take several starting points. In many cases
the ‘tool’ is predefined as an existing mathematics application
with an embedded set of design principles that shape the mathematical
tasks that are possible. In other cases, the tool and tasks are
designed through a more dynamic process whereby designers and educators
engage in a discourse that influences the resulting tasks. The chapter
will begin with a brief description of a longitudinal study, and its
theoretical framework that resulted in a rubric to inform the design of
tasks that privilege the exploration of mathematical variants and
invariants. This rubric is then used as a construct for the post-priori
analysis of two tasks that introduced the concept of linear functions
and that use different technologies. Conclusions will be drawn that
highlight subtle tensions that relate to the mathematical knowledge at
stake and to the design principles of the underlying technology and
task.
rv: