INTRODUCTION TO THE PAPERS AND POSTERS OF WG15: TECHNOLOGIES AND RESOURCES IN MATHEMATICS EDUCATION

International audienceIntroduction to the working group 15 "Technologies and resources in mathematics education

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)

Baghera Assessment Project, designing an hybrid and emergent educational society

Edited by Sophie Soury-Lavergne ; Available at: http://www-leibniz.imag.fr/LesCahiers/2003/Cahier81/BAP_CahiersLaboLeibniz.PDFResearch reportThe Baghera Assessment Project (BAP) has the objective to ex plore a new avenue for the design of e-Learning environments. The key features of BAP's approach are: (i) the concept of emergence in multi-agents systems as modelling framework, (ii) the shaping of a new theoretic al framework for modelling student knowledge, namely the cK¢ model. This new model has been constructed, based on the current research in cognitive science and education, to bridge research on education and research on the design of learning environments

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