This course aims to address contemporary, international research on how people teach and learn mathematics with digital technologies. Ongoing research on math education, teacher practice, curriculum studies, and pedagogy is uncovering the complexity associated with learning and teaching within dynamic learning environments.
Integrating three disciplines – cognitive psychology, computer science, and education – provides a framework to study technology's cognitive and social affordances in mathematics classrooms. This framework can be used to understand several genres of teaching and learning, including knowledge representation, knowledge diffusion, learning-on-demand, and embodiment. They are amplified and augmented with technological advancements, such as dynamic visualisation tools, computer simulations, collaboratories, networked databases, hand-held devices, and virtual reality, with growing importance based on applications’ evidence in educational contexts. Therefore, the focus of the course will be developing teaching strategies for technology’s integration and implementation through case studies and project-based activities.
Integrating three disciplines – cognitive psychology, computer science, and education – provides a framework to study technology's cognitive and social affordances in mathematics classrooms. This framework can be used to understand several genres of teaching and learning, including knowledge representation, knowledge diffusion, learning-on-demand, and embodiment. They are amplified and augmented with technological advancements, such as dynamic visualisation tools, computer simulations, collaboratories, networked databases, hand-held devices, and virtual reality, with growing importance based on applications’ evidence in educational contexts. Therefore, the focus of the course will be developing teaching strategies for technology’s integration and implementation through case studies and project-based activities.
- Teacher: VALENTINA BOLOGNA