A social perspective on technology-enhanced mathematical learning: from collaboration to performance.

Autor/inn/en	Gadanidis, George; Geiger, Vince
Titel	A social perspective on technology-enhanced mathematical learning: from collaboration to performance.
Quelle	In: ZDM : mathematics education, 42 (2010) 1, S. 91-104 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-009-0213-5
Schlagwörter	Lernen; Technologie; Sozialwissenschaften; Kooperation; Leistung
Abstract	This paper documents both developments in the technologies used to promote learning mathematics and the influence on research of social theories of learning, through reference to the activities of the International Commission on Mathematical Instruction (ICMI), and argues that these changes provide opportunity for the reconceptualization of our understanding of mathematical learning. Firstly, changes in technology are traced from discipline-specific computer-based software through to Web 2.0-based learning tools. Secondly, the increasing influence of social theories of learning on mathematics education research is reviewed by examining the prevalence of papers and presentations, which acknowledge the role of social interaction in learning, at ICMI conferences over the past 20 years. Finally, it is argued that the confluence of these developments means that it is necessary to re-examine what it means to learn and do mathematics and proposes that it is now possible to view learning mathematics as an activity that is performed rather than passively acquired.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/4