
05601314
j
2009e.00205
Ruthven, Kenneth
Herschel's heritage and today's technology integration: a postulated parallel.
Teach. Math. Comput. Sci. 5, No. 2, 419430 (2007).
2007
,
EN
D30
U50
U70
R25
technology integration
mathematics education
historical analysis
mathematical laboratory
squared paper
computer algebra
dynamic geometry
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.