Digital technology in mathematics education: Why it works (or doesn't)

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool's pedagogical potential, the role of the teacher and the educational context

La tecnología digital en educación matemática: por qué funciona (o no)

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool’s pedagogical potential, the role of the teacher and the educational context.La integración de la tecnología digital enfrenta a profesores, formado-res de profesores e investigadores a muchas preguntas. ¿Cuál es el po-tencial de las TIC en el aprendizaje y la enseñanza, y qué factores son determinantes al trabajar en clase de matemáticas? Para investigar es-tas cuestiones, se describen seis casos de estudio prominentes en el área, y se identifican los factores decisivos para el éxito. Esto lleva a la conclusión de que los factores cruciales para el éxito de la tecnología digital en la educación matemática incluyen el diseño de la herramienta digital y de las tareas apropiadas que exploren el potencial pedagógico de la herramienta, el papel del profesor y el contexto educativo

Processing mathematics through digital technologies: A reorganisation of student thinking?

This article reports on aspects of an ongoing study examining the use of digital media in mathematics education. In particular, it is concerned with how understanding evolves when mathematical tasks are engaged through digital pedagogical media in primary school settings. While there has been a growing body of research into software and other digital media that enhances geometric, algebraic, and statistical thinking in secondary schools, research of these aspects in primary school mathematics is still limited, and emerging intermittently. The affordances of digital technology that allow dynamic, visual interaction with mathematical tasks, the rapid manipulation of large amounts of data, and instant feedback to input, have already been identified as ways mathematical ideas can be engaged in alternative ways. How might these, and other opportunities digital media afford, transform the learning experience and the ways mathematical ideas are understood? Using an interpretive methodology, the researcher examined how mathematical thinking can be seen as a function of the pedagogical media through which the mathematics is encountered. The article gives an account of how working in a spreadsheet environment framed learners' patterns of social interaction, and how this interaction, in conjunction with other influences, mediated the understanding of mathematical ideas, through framing the students' learning pathways and facilitating risk taking

ICS Materials. Towards a re-Interpretation of material qualities through interactive, connected, and smart materials.

The domain of materials for design is changing under the influence of an increased technological advancement, miniaturization and democratization. Materials are becoming connected, augmented, computational, interactive, active, responsive, and dynamic. These are ICS Materials, an acronym that stands for Interactive, Connected and Smart. While labs around the world are experimenting with these new materials, there is the need to reflect on their potentials and impact on design. This paper is a first step in this direction: to interpret and describe the qualities of ICS materials, considering their experiential pattern, their expressive sensorial dimension, and their aesthetic of interaction. Through case studies, we analyse and classify these emerging ICS Materials and identified common characteristics, and challenges, e.g. the ability to change over time or their programmability by the designers and users. On that basis, we argue there is the need to reframe and redesign existing models to describe ICS materials, making their qualities emerge

Affordances of spreadsheets in mathematical investigation: Potentialities for learning

This article, is concerned with the ways learning is shaped when mathematics problems are investigated in spreadsheet environments. It considers how the opportunities and constraints the digital media affords influenced the decisions the students made, and the direction of their enquiry pathway. How might the leraning trajectory unfold, and the learning process and mathematical understanding emerge? Will the spreadsheet, as the pedagogical medium, evoke learning in a distinctive manner? The article reports on an aspect of an ongoing study involving students as they engage mathematical investigative tasks through digital media, the spreadsheet in particular. In considers the affordances of this learning environment for primary-aged students

TELMA Cross Experiment Guidelines

Cerulli, M., Pedemonte, B., Robotti, E. (eds.). Internal Report, R.I. 01/07, I.T.D. - C.N.R., GenovaThis document contains the guidelines developed by members of TELMA as a means for planning, conducting, and analysing a cross experiment aimed at contributing to the construction of a shared research perspective among TELMA teams . This is the product of the PhD students and young researchers that brought forward the whole activity. The actual experimental phase was proceeded by a reflective phase in which an agreement was achieved on what research questions to address during the experiment. On this basis the first version of the guidelines document was built, containing all the research questions to be addressed, but also the experimental plans for each team. This included the employed didactical functionalities of the considered ICT tools, indications of the experimental settings, and the methods of data collection and analysis. During the whole experimental phase, the document was constantly updated, and shared among the involved persons which were periodically required to compare the different activities and reflections brought forward by all the teams

Suction force-suction distance relation during aspiration thrombectomy for ischemic stroke: A computational fluid dynamics study

Acute Ischemic Stroke (AIS) is the major type of stroke occurring in patients. Aspiration thrombectomy, which uses suction to remove the thrombosis, is a promising technique in the clinical treatment of AIS patients. In this research a computational fluid dynamics (CFD) analysis was conducted to model the blood flow dynamics in a simplified cerebral model during an aspiration thrombectomy procedure. The flow system being analysed was a typical in vitro cerebral flow model, and the system parameters were set based on the clinical and in vitro data reported in open literature. The simulated flow field features showed good correlation with the in vitro response as reported in literature. The CFD study provides detailed technical data including the peak velocity occurring at the catheter tip and the suction force/suction distance relation during the aspiration thrombectomy procedure, which are useful new knowledge and have the potential to influence future catheter design as well as clinical operational protocols used during thrombectomy intervention

Navigating interdisciplinarity:Negotiating discipline, embodiment, and materiality on a field methods training course

This article elucidates some of the opportunities and challenges of interdisciplinary collaboration in teaching, drawing on our participant observation as both instructors of anthropological methods and honorary students of marine ecology and geomorphology methods on a research training field course. We argue that interdisciplinary methods training offers educators opportunities for self-reflexivity, recognition of the taken-for-granted aspects of our knowledge, and improved communication of the value of our work to others. However, we also show how decisions about course structure can reinforce disciplinary boundaries, limiting inter-epistemic knowledge production; how one epistemological approach may overshadow others, hindering interdisciplinary learning; and how methods training involves tacit and embodied knowledge and mastery of material methods, requiring repetition and experimentation. We offer insights into how we as educators can improve our communication of the value of anthropology and its methods. First, instructors in any discipline should develop an awareness of how their tacit knowledge affects the pedagogical process. Second, instead of enskilling instructors to teach a variety of methods, it may be more beneficial for instructors to teach their own areas of expertise, in dialogue and collaboration with other disciplines. Third, interdisciplinary courses must be carefully planned to allow equal participation of different disciplines, so that anthropology is understood on its own terms and embedded in the course from the outset

Soul models: rationalization and the art of subjectivity.

In the exchange between theory and practice, art is appropriated as a creative mode of enquiry, a differential form of knowledge and experience in the processes of rationalization. As a differential in knowledge, art is explored as the practice of composition making differences out of established rationales - the discrete disciplines that find stability in economic, pedagogic and scientific discourse. As a differential in experience, art may contain the potential to destabilize social, historical and political constitutions of sense, working as an interference pattern in the production and reproduction of rational subjects. The academic distillation of the artist's know how into the 'art of subjectivity', draws both the subjects and objects of knowledge into this critical space of composition, a dynamic space of contestation in which the artist acquires the capacity to become an agent of cultural change. As a cultural and critical formation, the 'art of subjectivity' reactivates the art historical tradition of institutional critique. Re-evaluated through the critical and philosophical components of the doctoral research, the material rendition of institutional critique is configured as a series of artistic engagements with the procedural and regulatory codes of practice that comprise the info-structure of instrumental reason. Through a gradual synthesis of process and product, the 'art of subjectivity' begins to merge with the arts (techniques) of rationalization, drawing upon rather than resisting the bureaucratic, informational, scientific-technical and semiotic energies of political economy