Colette Laborde

INTEGRATION OF TECHNOLOGY IN THE DESIGN OF GEOMETRY TASKS WITH CABRI-GEOMETRY

Beginning with the gap in France between the institutional support for the use of technology in mathematics teaching and its weak integration into teacher practice, this paper claims that integrating technology into teaching is a long process. The aim of the paper is to identify and analyse the steps in this integration using as an example the evolution over time (3 years) in the design of teaching scenarios based on Cabri-géomètre for high school students. The analysis indicates that the role played by the technology moved from being a visual amplifier or provider of data towards being an essential constituent of the meaning of tasks and as a consequence affected the conceptions of the mathematical objects that the students might construct.

Technology and Mathematics Education: A Multidimensional Study of the Evolution of Research and Innovation

This chapter will highlight the interest and necessity of considering a plurality of perspectives (or dimensions) when addressing the issue of the integration of information and communication technologies (JCT) into the teaching and learning of mathematics. It will also show how this multidimensional perspective can be efficient for an analysis of the existing literature.

Teaching and Learning Geometry

This group provided a forum for discussion of the teaching and learning of geometry, with a focus especially on the middle and secondary school and university levels. The focus of the group was on theoretical, empirical, or developmental issues related to (1) Curriculum studies of new curriculum implementation, challenges and issues, discussion of specific issues such as place and role of transformations, (2) An application of geometry on the real world and other subjects, (3) The use of instrumentation such as computers in teaching and learning of geometry, (4) Explanation, argumentation and proof in geometry education, (5) Spatial abilities and geometric reasoning, (6) Teacher preparation in geometry education.

Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially the work of the teacher, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical frameworks are grounded mainly (but not solely) in the theory of didactic situations (Brousseau, 1997) and the anthropological theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from the point of view of other theoretical viewpoints.

New Technologies as a Bridge between Various Parts of Mathematics for Pre-Service Students Teachers

Many university students encounter great difficulties in co-ordinating all mathematical resources they have and in moving from one setting to another one. One of their major difficulties certainly Mes in the absence of flexibility between models as mentioned by several researchers. It is also very likely that they especially lack abilities to represent geometrically algebraic objects and operations.