\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2009e.00205}
\itemau{Ruthven, Kenneth}
\itemti{Herschel's heritage and today's technology integration: a postulated parallel.}
\itemso{Teach. Math. Comput. Sci. 5, No. 2, 419-430 (2007).}
\itemab
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.
\itemrv{~}
\itemcc{D30 U50 U70 R25}
\itemut{technology integration; mathematics education; historical analysis; mathematical laboratory; squared paper; computer algebra; dynamic geometry}
\itemli{}
\end