id: 05601314
dt: j
an: 2009e.00205
au: Ruthven, Kenneth
ti: Herschel’s heritage and today’s technology integration: a postulated
parallel.
so: Teach. Math. Comput. Sci. 5, No. 2, 419-430 (2007).
py: 2007
pu: ,
la: EN
cc: D30 U50 U70 R25
ut: technology integration; mathematics education; historical analysis;
mathematical laboratory; squared paper; computer algebra; dynamic
geometry
ci:
li:
ab: 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.
rv: