Humans-with-Media and the Reorganization of Mathematical Thinking [electronic resource] : Information and Communication Technologies, Modeling, Visualization and Experimentation / by Marcelo C. Borba, Monica E. Villarreal.
Erişim Adresi
ISBN
9780387242644
Dil Kodu
İngilizce
Yer Numarası
DK/11072
Yazar
Basım Bildirimi
1st ed. 2005.
Yayın Bilgisi
New York, NY : Springer US : Imprint: Springer, 2005.
Fiziksel Niteleme
XXII, 232 p. online resource.
Dizi
Mathematics Education Library, 2214-983X ; 39
İçindekiler Notu
Why Another Book about Technology and Mathematics Education? -- Information Technology, Reorganization of Thinking and Humans-with-Media -- Modeling as a Pedagogical Approach: Resonance with New Media -- Experimental-with-Technology Approach: Resonance with Modeling and Multiple Representations -- Visualization, Mathematics Education and Computer Environments -- Modeling and Media in Action -- Experimentation, Visualization and Media in Action -- Mathematics and Mathematics Education On-Line -- Methodology: An Interface between Epistemology and Procedures -- Political Dimensions of Information and Communication Technology.
Özet, vb.
This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and oral discourse transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-line mathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.
Konu
Mathematics __ Study and teaching .
Educational technology.
Learning, Psychology of.
Mathematics Education.
Digital Education and Educational Technology.
Instructional Psychology.
Educational technology.
Learning, Psychology of.
Mathematics Education.
Digital Education and Educational Technology.
Instructional Psychology.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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245 10|aHumans-with-Media and the Reorganization of Mathematical Thinking|h[electronic resource] :|bInformation and Communication Technologies, Modeling, Visualization and Experimentation /|cby Marcelo C. Borba, Monica E. Villarreal.
250 |a1st ed. 2005.
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300 |aXXII, 232 p.|bonline resource.
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490 1 |aMathematics Education Library,|x2214-983X ;|v39
505 0 |aWhy Another Book about Technology and Mathematics Education? -- Information Technology, Reorganization of Thinking and Humans-with-Media -- Modeling as a Pedagogical Approach: Resonance with New Media -- Experimental-with-Technology Approach: Resonance with Modeling and Multiple Representations -- Visualization, Mathematics Education and Computer Environments -- Modeling and Media in Action -- Experimentation, Visualization and Media in Action -- Mathematics and Mathematics Education On-Line -- Methodology: An Interface between Epistemology and Procedures -- Political Dimensions of Information and Communication Technology.
520 |aThis book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and oral discourse transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-line mathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aMathematics|xStudy and teaching .
650 0|aEducational technology.
650 0|aLearning, Psychology of.
650 14|aMathematics Education.
650 24|aDigital Education and Educational Technology.
650 24|aInstructional Psychology.
700 1 |aVillarreal, Monica E.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780387242637
776 08|iPrinted edition:|z9780387328218
776 08|iPrinted edition:|z9780387504650
830 0|aMathematics Education Library,|x2214-983X ;|v39
856 40|uhttps://doi.org/10.1007/b105001
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912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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024 7 |a10.1007/b105001|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/11072
100 1 |aBorba, Marcelo C.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aHumans-with-Media and the Reorganization of Mathematical Thinking|h[electronic resource] :|bInformation and Communication Technologies, Modeling, Visualization and Experimentation /|cby Marcelo C. Borba, Monica E. Villarreal.
250 |a1st ed. 2005.
264 1|aNew York, NY :|bSpringer US :|bImprint: Springer,|c2005.
300 |aXXII, 232 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Education Library,|x2214-983X ;|v39
505 0 |aWhy Another Book about Technology and Mathematics Education? -- Information Technology, Reorganization of Thinking and Humans-with-Media -- Modeling as a Pedagogical Approach: Resonance with New Media -- Experimental-with-Technology Approach: Resonance with Modeling and Multiple Representations -- Visualization, Mathematics Education and Computer Environments -- Modeling and Media in Action -- Experimentation, Visualization and Media in Action -- Mathematics and Mathematics Education On-Line -- Methodology: An Interface between Epistemology and Procedures -- Political Dimensions of Information and Communication Technology.
520 |aThis book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and oral discourse transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-line mathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aMathematics|xStudy and teaching .
650 0|aEducational technology.
650 0|aLearning, Psychology of.
650 14|aMathematics Education.
650 24|aDigital Education and Educational Technology.
650 24|aInstructional Psychology.
700 1 |aVillarreal, Monica E.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780387242637
776 08|iPrinted edition:|z9780387328218
776 08|iPrinted edition:|z9780387504650
830 0|aMathematics Education Library,|x2214-983X ;|v39
856 40|uhttps://doi.org/10.1007/b105001
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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