@article {MATHEDUC.05601314,
author = {Ruthven, Kenneth},
title = {Herschel's heritage and today's technology integration: a postulated parallel.},
year = {2007},
journal = {Teaching Mathematics and Computer Science},
volume = {5},
number = {2},
issn = {1589-7389},
pages = {419-430},
publisher = {,},
abstract = {Summary: During the early 20th century, advocacy of a range of mathematical technologies played a central part in movements for the reform of mathematical education which emphasised `practical mathematics' and the `mathematical laboratory'. However, as these movements faltered, few of the associated technologies were able to gain and maintain a place in school mathematics. One conspicuous exception was a technology, originally championed by the mathematician Herschel, which successfully permeated the school mathematics curriculum because of its: $\bullet$ Disciplinary congruence with influential contemporary trends in mathematics. $\bullet$ External currency in wider mathematical practice beyond the school. $\bullet$ Adoptive facility of incorporation in classroom practice and curricular activity. $\bullet$ Educational advantage of perceived benefits outweighing costs and concerns. An analogous perspective is applied to the situation of new technologies in school mathematics in the early 21st century. At a general level, the cases of calculators and computers are contrasted. At a more specific level, the educational prospects of CAS and DGS are assessed.},
msc2010 = {D30xx (U50xx U70xx R25xx)},
identifier = {2009e.00205},
}