432SM - TECHNOLOGY IN MATHEMATICS EDUCATION 2023

Matematica per la Scuola Secondaria di Primo grado

Matematica per le Scuole Secondarie di Secondo Grado

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Yan, L. L. L., & Matore, M. E. @ E. M. (2023). Gamification Trend in Students’ Mathematics Learning Through Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 12(1), 433–461.

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José Antonio Rodríguez-Martínez, José Antonio González-Calero & José Manuel Sáez-López (2020). Computational thinking and mathematics using Scratch: an experiment with sixth-grade students, Interactive Learning Environments, 28:3, pp 316-327

Julie M. Amador, & Terence Soule. (2015). Girls Build Excitement for Math from Scratch. Mathematics Teaching in the Middle School, 20(7), 408–415.

Bini, G., Bikner-Ahsbahs, A. & Robutti, O. (2023). “How to meme it”: reverse engineering the creative process of mathematical Internet memes. Educ Stud Math 112, 141–174 

Giulia Bini, Ornella Robutti & Angelika Bikner-Ahsbahs (2022) Maths in the time of social media: conceptualizing the Internet phenomenon of mathematical memes, International Journal of Mathematical Education in Science and Technology, 53:6, 1257-1296

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Ahmad, N. & Junaini, S. (2020). Augmented Reality for Learning Mathematics: A Systematic Literature Review. International Journal of Emerging Technologies in Learning (iJET), 15(16), 106-122

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Boaler, J., Chen, L., Williams, C.M., & Cordero, M. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied and Computational Mathematics, 5, 1-6.

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Rezat, S., Fan, L. & Pepin, B. Mathematics textbooks and curriculum resources as instruments for change. ZDM Mathematics Education 53, 1189–1206 (2021)

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Password: algebraic_sum

Vlassis, J., Demonty, I. The role of algebraic thinking in dealing with negative numbers. ZDM Mathematics Education 54, 1243–1255 (2022). https://doi.org/10.1007/s11858-022-01402-1

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Joëlle Vlassis, Making sense of the minus sign or becoming flexible in ‘negativity’, Learning and Instruction, Volume 14, Issue 5, 2004, Pages 469-484, https://doi.org/10.1016/j.learninstruc.2004.06.012.

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Hilma Halme, Jake McMullen, Cristina E. Nanu, Anna Nyman, Minna M. Hannula-Sormunen, Mathematical skills of 11-year-old children born very preterm and full-term, Journal of Experimental Child Psychology, Volume 219,  105390 (2022) https://doi.org/10.1016/j.jecp.2022.105390.

Lestari, Nurcholif Diah Sri & Juniati, Dwi & Suwarsono, St. (2019). Integrating mathematical literacy toward mathematics teaching: the pedagogical content knowledge (PCK) of prospective math teacher in designing the learning task. IOP Conference Series: Earth and Environmental Science. 243. 012131. 10.1088/1755-1315/243/1/012131. 

Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554

Goos, M., Kaya, S. Understanding and promoting students’ mathematical thinking: a review of research published in ESM. Educ Stud Math 103, 7–25 (2020). https://doi.org/10.1007/s10649-019-09921-7

Tabach, M., Trgalová, J. (2019). The Knowledge and Skills that Mathematics Teachers Need for ICT Integration: The Issue of Standards. In: Aldon, G., Trgalová, J. (eds) Technology in Mathematics Teaching. Mathematics Education in the Digital Era, vol 13. Springer, Cham.

Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554