Teacher Knowledge for Teaching Geometric Similarity with Technology: A Review of Literature

Teacher knowledge for the teaching of key topics in secondary mathematics (in particular geometric similarity) is of prime interest to the mathematics education community. This theoretical paper, which forms part of a literature review conducted for a doctoral study, aims to discuss the few existing research studies addressing teacher knowledge of this topic and to highlight how the integration of digital tools requires the nature of this knowledge to be reconsidered. The implications of these findings for the future research agenda are outlined

A theory of change for a technology-enhanced education system in Bangladesh

The first of a trilogy of Theories of Change (TOCs) that focuses on learners as the main beneficiaries of an increasingly technology-enhanced education system in Bangladesh. Initially created with stakeholders to support the monitoring and evaluation of programmes designed to offer distance learning during the 2020 Covid-19 school closures, the TOC describes how access to educational activities of different modalities (TV, Radio, Smartphone, online platforms etc.) should lead to improved educational outcomes for learners in Classes 1-12

How does a multi-representational mathematical ICT tool mediate teachers' mathematical and pedagogical knowledge concerning variance and invariance

This study aims to examine how teachers' mathematical and pedagogical knowledge develop as they learn to use a multi-representational technological tool, the TI-Nspire handheld device and computer software. It is conducted as an enquiry into the learning trajectories of a group of secondary mathematics teachers as they begin to use the device with a focus on their interpretations of mathematical variance and invariance. The research is situated within an English secondary school setting and it seeks to reveal how teachers' ideas shape, and are shaped by, their use of the technology through a scrutiny of the lesson artefacts, semi-structured interviews and lesson observations. Analysis of the data reveals the importance of the idea of the 'hiccup'; that is the perturbation experienced by teachers during lessons stimulated by their use of the technology, which illuminates discontinuities within teachers' knowledge. The study concludes that the use of such a multi-representational tool can substantially change the way in which both the teachers and their students perceive the notions of variance and invariance within dynamic mathematical environments. Furthermore, the study classifies the types of perturbations that underpin this conclusion. The study also contributes to the discourse on the design of mathematical problems and their associated instrumentation schemes in which linked multiple representations offer a new environment for developing mathematical meanings. This thesis makes an original contribution to understanding what and how teachers learn about the concept of mathematical variance and invariance within a technological environment

Introduction to the papers of TWG15: Teaching mathematics with resources and technology

International audienceThe technology working group continues to increase in size since its inclusion at the first CERME congress in 1999. During CERME 9, for the first time the group was divided from the beginning, giving birth to two separate groups: TWG15 focusing on issues related to the teaching mathematics and teacher education and professional development, and TWG16 focusing on students’ learning with technologies and software and task design issues (see Weigand, Lokar, Robutti, & Sinclair, 2015). TWG15 builds on the legacy of the group work at previous conferences. A number of important issues related to technologies and resources and their use by teachers and teacher educators emerged from the group discussions, such as the need to elaborate specific methodologies for analysing and evaluating the efficiency of teacher education programs, or the construction of models that facilitate analyses of the evolution of teachers’ practices related to their ICT use. The research presented in the group contributions tended to be: local, focusing on a particular aspect of teaching mathematics; short-term; and often conducted in controlled laboratory conditions, which prevented general conclusions being drawn about the benefits of ICT in mathematics education. The group concluded that it was necessary not only to learn more about “real” uses of ICT in classrooms and beyond, but also to understand why ICT is not used and to conduct long-term studies with “ordinary” teachers in “ordinary” classes in order to explore the impact of the ICT on students’ learning and on teachers’ practices (Trgalová, Maracci, Psycharis, & Weigand, 2013)

A theory of change for teachers towards a technology-enhanced education system in Bangladesh

The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12

A theory of change for parents and caregivers towards a technology-enhanced education system in Bangladesh

The third of a trilogy of Theories of Change (TOCs) that focuses on parents and caregivers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how parents’ and caregivers’ experiences in diverse programmes and initiatives will enable them to support children to improved educational outcomes, and take advantage of available technology. It offers a tool for programme designers, implementers, and evaluators to think critically about how their initiative(s) will impact parents and caregivers for the longer-term benefits of their children

Augmented reality manipulatives: New mathematical tools for classrooms

We are a group of practitioners and researchers dedicated to exploring Augmented Reality (AR) innovations for use in mathematics education. At the ATM Virtual Conference (October 2022), merging the themes of Use of Manipulatives and Around Computational Thinking, we led a workshop for members to get to grips with AR manipulatives on their own devices. Using GeoGebra 3D Calculator with AR (henceforth GeoGebra 3D/AR), we designed seven AR manipulatives and associated tasks, two of which were interactively ‘walked through’ during the workshop. In this article, we present an established framework for AR manipulatives, discuss how these manipulatives may be used to support mathematical thinking, consider the affordances and limitations of these new tools, and briefly cover the range of curriculum-aligned AR tasks we have created. These AR manipulatives and tasks are freely available within an online booklet we created for the conference: http://bit.ly/ATMWS. We conclude by looking at what the future might hold for this exciting and innovative technology

Proceedings of the 15th International Conference on Technology in Mathematics Teaching: Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology

The 15th International Conference on Technology in Mathematics Teaching (ICTMT 15) took place on September 13–16, 2022, in the Danish School of Education, Aarhus University, located on campus Emdrup, in the Northwestern district of Copenhagen, Denmark. There were a total of 66 participants from 15 different countries. ICTMT 15 certainly focused on the impacts that the coronavirus pandemic has had on global mathematics education. However, it looked at the impacts of digital technology from a much wider perspective. In particular, the conference aimed to highlight how technology facilitates the multiple “Connections and Connectivity” between us all to achieve the goals of purposeful mathematics education in the early 21st century. By “Connections” we mean the interrelationships between researchers, teachers, students, parents, policymakers, and industry (big and small). “Connectivity” includes oral, aural, textual and gestural communications as mediated by the internet, learning environments and classroom activities. Together, “Connections and Connectivity” describes the relationships between people, between different ideas and strategies to teach, and between people and environments. It offers a frame through which to interpret assessment in mathematics education as a more formative process from the point of view of both teachers and students

Proceedings of the 15th International Conference on Technology in Mathematics Teaching: Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology

The 15th International Conference on Technology in Mathematics Teaching (ICTMT 15) took place on September 13–16, 2022, in the Danish School of Education, Aarhus University, located on campus Emdrup, in the Northwestern district of Copenhagen, Denmark. There were a total of 66 participants from 15 different countries. ICTMT 15 certainly focused on the impacts that the coronavirus pandemic has had on global mathematics education. However, it looked at the impacts of digital technology from a much wider perspective. In particular, the conference aimed to highlight how technology facilitates the multiple “Connections and Connectivity” between us all to achieve the goals of purposeful mathematics education in the early 21st century. By “Connections” we mean the interrelationships between researchers, teachers, students, parents, policymakers, and industry (big and small). “Connectivity” includes oral, aural, textual and gestural communications as mediated by the internet, learning environments and classroom activities. Together, “Connections and Connectivity” describes the relationships between people, between different ideas and strategies to teach, and between people and environments. It offers a frame through which to interpret assessment in mathematics education as a more formative process from the point of view of both teachers and students