Mathematics teaching, learning, and assessment in the digital age DOI Creative Commons
Hans-Georg Weigand, Jana Trgalová, Michal Tabach

и другие.

ZDM, Год журнала: 2024, Номер 56(4), С. 525 - 541

Опубликована: Июль 10, 2024

Abstract The role of teaching, learning, and assessment with digital technology has become increasingly prominent in mathematics education. This survey paper provides an overview how been transforming education the age suggests field will evolve coming years. Based on several decades research educational practices, we discuss anticipate multifaceted impact education, thus laying groundwork for other papers this issue. After a brief introduction discussing motivations issue, focus our attention three lines research: teaching technology, learning technology. We point to new orientations that address issue specifically describing attempts conceptualise teachers’ mathematical competencies, perspectives view teachers as designers resources, design evaluation long-term initiatives support they develop innovative practices enhanced by technologies. Our examination shows is still marked conceptualizations raised researchers can further understanding complex These recognition multiple ranging from pencil augmented reality, participate process. Finally, especially formative sense, offers possibilities offering individualised learners benefit adaptive systems, though more tasks conceptual need be developed.

Язык: Английский

Mathematics teaching, learning, and assessment in the digital age DOI Creative Commons
Hans-Georg Weigand, Jana Trgalová, Michal Tabach

и другие.

ZDM, Год журнала: 2024, Номер 56(4), С. 525 - 541

Опубликована: Июль 10, 2024

Abstract The role of teaching, learning, and assessment with digital technology has become increasingly prominent in mathematics education. This survey paper provides an overview how been transforming education the age suggests field will evolve coming years. Based on several decades research educational practices, we discuss anticipate multifaceted impact education, thus laying groundwork for other papers this issue. After a brief introduction discussing motivations issue, focus our attention three lines research: teaching technology, learning technology. We point to new orientations that address issue specifically describing attempts conceptualise teachers’ mathematical competencies, perspectives view teachers as designers resources, design evaluation long-term initiatives support they develop innovative practices enhanced by technologies. Our examination shows is still marked conceptualizations raised researchers can further understanding complex These recognition multiple ranging from pencil augmented reality, participate process. Finally, especially formative sense, offers possibilities offering individualised learners benefit adaptive systems, though more tasks conceptual need be developed.

Язык: Английский

Процитировано

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