
06675785
a
ClarkWilson, Alison
Tensions in the design of mathematical technological environments: tools and tasks for the teaching of linear functions.
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 9783319434216/hbk; 9783319434230/ebook). Mathematics Education in the Digital Era 8, 329348 (2017).
2017
Cham: Springer
EN
U70
I20
D50
D30
digital technology
task design
linear functions
doi:10.1007/9783319434230_16
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 postpriori 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.