1,885
Views
13
CrossRef citations to date
0
Altmetric
Articles

Tools and taxonomies: a response to Hoyles

Pages 229-235 | Received 12 Aug 2018, Accepted 03 Sep 2018, Published online: 24 Oct 2018

References

  • Arcavi, A., Drijvers, P., & Stacey, K. (2017). The teaching and learning of algebra: Ideas, insights and activities. London/New York: Routledge.
  • Drijvers, P. (2018). Empirical evidence for benefit? Reviewing quantitative research on the use of digital tools in mathematics education. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of technology in primary and secondary mathematics education; tools, topics and trends (pp. 161–178). Cham: Springer International Publishing.
  • Drijvers, P., Boon, P., & Van Reeuwijk, M. (2011). Algebra and technology. In P. Drijvers (Ed.), Secondary algebra education. Revisiting topics and themes and exploring the unknown (pp. 179–202). Rotterdam: Sense.
  • Duijzer, A. C. G., Shayan, S., Bakker, A., van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen tablets: Coordinating action and perception for mathematical cognition. Frontiers in Psychology, 8, 1–19. doi: 10.3389/fpsyg.2017.00144
  • Heeren, B., & Jeuring, J. (2014). Feedback services for stepwise exercises. Science of Computer Programming, 88, 110–129. doi: 10.1016/j.scico.2014.02.021
  • Heid, M. K. (2018). Digital tools in secondary school mathematics education. Qualitative research on mathematics learning of lower secondary school students. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of technology in K-12 mathematics education: Tools, topics and trends (pp. 177–201). Cham: Springer International Publishing.
  • Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education. Advance online publication. doi:10.1080/14794802.2018.1484799.
  • Hoyles, C., & Lagrange, J. B. (Eds.). (2010). Mathematics education and technology: Rethinking the terrain. New York: Springer.
  • Hoyles, C., & Noss, R. (2003). What can digital technologies take from and bring to research in mathematics education? In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of research in mathematics education (pp. 323–349). Dordrecht: Kluwer.
  • Hoyles, C., Noss, R., & Kent, P. (2004). On the integration of digital technologies into mathematics classrooms. International Journal of Computers for Mathematical Learning, 9(3), 309–326. doi: 10.1007/s10758-004-3469-4
  • Monaghan, J., Trouche, L., & Borwein, J. M. (2016). Tools and mathematics: Instruments for learning. Cham: Springer International Publishing.
  • Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings: Learning cultures and computers. Dordrecht: Kluwer.
  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
  • Rudd, T. (2007). Interactive whiteboards in the classroom. Bristol: Futurelab. http://archive.futurelab.org.uk/resources/documents/other/whiteboards_report.pdf
  • Tacoma, S., Sosnovsky, S., Boon, P., Jeuring, J., & Drijvers, P. (2018). The interplay between open student modeling and statistics didactics. Digital Experiences in Mathematics Education, Online First. doi: 10.1007/s40751-018-0040-9
  • Trouche, L., & Drijvers, P. (2014). Webbing and orchestration; Two interrelated views on digital tools in mathematics education. Teaching Mathematics and its Applications, 33(3), 193–209. doi: 10.1093/teamat/hru014