Technology in Mathematics Education: Contemporary Issues

Dragana Martinovic,Douglas McDougall, Zekeriya Karadag 

• Paperback: 262 pages
• Publisher: Informing Science Press (November 21, 2012)
• Language: English
• ISBN-10: 1932886613
• ISBN-13: 978-1932886610
• Product Dimensions: 6 x 0.6 x 9 inches
• Shipping Weight: 1 pounds
• Price on Amazon $69.99

This book consists of chapters that present diverse technologies suitable for the teaching and learning of mathematics, as well as their implementation at different levels of schooling. The invited authors submitted their contributions, which were then refereed by an international group of reviewers. The eight chapters of the Technology in Mathematics Education: Contemporary Issues introduce new technological tools such as Interactive White Boards in elementary schools (Chapter 1, by Bruce et al.), iPod Touch and Netbook laptops in Grade 9 mathematics classes (Chapter 2, by Jarvis and Franks), and collaborative pen-based Tablet PC in post-secondary, college classes (Chapter 3, by Carruthers). In Chapter 4, Bu et al. describe a comprehensive framework for conceptualizing the pedagogical uses of mathematics software, GeoGebra, in teacher education and in the professional development of in-service teachers. Mathematics content knowledge and processes are described in the context of GeoGebra applications in teaching and learning of Geometry (Chapter 5, by Surynková) and through the use of Geometer’s Sketchpad and GeoGebra by secondary school teachers (Chapter 6, by Sherman). Benefits of dynamic mathematics software use are seen in developing proofs by university students (Chapter 7, by Kondratieva) and understanding probability concepts (Chapter 8, by Radakovic and McDougall). Computer Algebra Systems, such as Maple, Math Lab, Mathematica, Derive, and TI-Inspire calculators, help users to focus on concepts rather than on procedures for performing calculations. Dynamic Geometry Systems, such as Cabri and The Geometer’s Sketchpad, were developed to help students explore mathematics (in particular geometry) and construct their own knowledge. However, integration of dynamic technology in algebra and statistics education encouraged us to suggest a term that would be inclusive of other mathematics disciplines, besides geometry. Martinovic and Karadag (2010) coined a new term: Dynamic and Interactive Mathematics Learning Environments (DIMLE). We believe that DIMLE covers all of the dynamic software packages employed in mathematics education, regardless if their primary focus was learning geometry, algebra, statistics, or other.