id: 06367052
dt: a
an: 2014f.00218
au: Geiger, Vince
ti: The role of social aspects of teaching and learning in transforming
mathematical activity: tools, tasks, individuals and learning
communities.
so: Rezat, Sebastian (ed.) et al., Transformation ‒ a fundamental idea of
mathematics education. New York, NY: Springer (ISBN
978-1-4614-3488-7/hbk; 978-1-4614-3489-4/ebook). 203-222 (2014).
py: 2014
pu: New York, NY: Springer
la: EN
cc: C60 U70 C70
ut: technological tools; learning with technology; teaching with technology;
sociocultural perspective; interaction
ci:
li: doi:10.1007/978-1-4614-3489-4_11
ab: Summary: The purpose of this chapter is to explore how the reflexive
interaction between resources, especially digital technologies and
mathematical tasks and the users of these resources can lead to
different types of transformation. In this exploration, {\it R.
Strässer}’s [“Instruments for learning and teaching mathematics an
attempt to theorize about the role of textbooks, computers and other
artefacts to teach and learn mathematics", in: Proceedings of the 33rd
conference of the international group for the psychology of mathematics
education “In search for theories in mathematics education", PME 33,
Thessaloniki, Greece, July 2009, Vol. 1. Thessaloniki: Aristotle
University of Thessaloniki \& University of Macedonia. 67‒81 (2009)]
tetrahedral model for teaching and learning mathematics, which
incorporates students, teachers, mathematical knowledge and resources,
will be extended by considering the social aspects of coming to know
and do mathematics. Research data collected from secondary mathematics
classrooms will be used to illustrate how such transformations are
played out in authentic classroom settings. Finally, selected types of
small-group and whole-class social interactions, as they relate to
Strässer’s model [loc. cit.], will be theorised.
rv: