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Trouche Luc, Drijvers Paul, Gueudet Ghislaine & Sacristán Ana I. (2013). « Technology-Driven Developments and Policy Implications for Mathematics Education ». In Clements (Ken) M. A., Bishop Alan J. & Keitel Christine et al. (dir.). Third International Handbook of Mathematics Education. New York : Spinger. 753–789 
Added by: Catherine Reverdy (03 Jul 2014 16:43:59 Europe/Paris)
Resource type: Book Article
BibTeX citation key: Trouche2013
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: développement professionnel, mathématiques, ressources pédagogiques, TIC
Creators: Bishop, Clements, Drijvers, Gueudet, Keitel, Kilpatrick, Leung, Sacristán, Trouche
Publisher: Spinger (New York)
Collection: Third International Handbook of Mathematics Education
Views: 900/1063
Views index: 22%
Popularity index: 5.5%
URLs     http://link.spring ... 8-1-4614-4684-2_24
Abstract     
The advent of technology has done more than merely increase the range of resources available for mathematics teaching and learning: it represents the emergence of a new culture—a virtual culture with new paradigms—which differs crucially from preceding cultural forms. In this chapter, the implications of this paradigm shift for policies concerning learning, curriculum design, and teacher education will be discussed. Also, the ubiquitous possibility of emergence of ever-new forms of technology brings about both new opportunities for learning and collaborative work (involving students and teachers), as well as potential dangers. Policy measures may give priority to technological access and developments, over the intellectual growth of learners and the professional development of teachers—which should be more demanding goals of mathematics education. Such policy issues will be discussed.
  
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