TY - CHAP

T1 - From the slate to the web

T2 - Technology in the mathematics curriculum

AU - Roberts, David Lindsay

AU - LEUNG, Allen Y L

AU - Lins, Abigail Fregni

N1 - Publisher Copyright:
© Springer Science+Business Media New York 2013. All rights are reserved.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.

PY - 2013/1/1

Y1 - 2013/1/1

N2 - The employment of physical tools to assist teaching and learning of mathematics did not begin with electronic devices, and has a much longer history than is often recognized. At times, technology has functioned as the inventive embodiment of mathematical ideas, progressing somewhat in step with the evolution of mathematics itself. At other times, technology has entered mathematics from outside, notably from commerce and science. This chapter surveys the evolution and curricular influence of technology in mathematics instruction in the Eastern and Western worlds from ancient times to the present day, with the primary focus being on the last 200 years. Past technology is categorized into tools for information storage, tools for information display, tools for demonstration, and tools for calculation. It is argued that today's computing technology offers teachers and students the potential to move beyond these categories, and to experience mathematics in ways that are different from traditional school mathematics curricula. A window is opened through which mathematics teaching and learning might enter into a new epistemological domain, where knowledge becomes both personal and communal, and in which connective and explorative mathematical knowledge becomes vastly more accessible.

AB - The employment of physical tools to assist teaching and learning of mathematics did not begin with electronic devices, and has a much longer history than is often recognized. At times, technology has functioned as the inventive embodiment of mathematical ideas, progressing somewhat in step with the evolution of mathematics itself. At other times, technology has entered mathematics from outside, notably from commerce and science. This chapter surveys the evolution and curricular influence of technology in mathematics instruction in the Eastern and Western worlds from ancient times to the present day, with the primary focus being on the last 200 years. Past technology is categorized into tools for information storage, tools for information display, tools for demonstration, and tools for calculation. It is argued that today's computing technology offers teachers and students the potential to move beyond these categories, and to experience mathematics in ways that are different from traditional school mathematics curricula. A window is opened through which mathematics teaching and learning might enter into a new epistemological domain, where knowledge becomes both personal and communal, and in which connective and explorative mathematical knowledge becomes vastly more accessible.

UR - http://www.scopus.com/inward/record.url?scp=84938898847&partnerID=8YFLogxK

U2 - 10.1007/978-1-4614-4684-2_17

DO - 10.1007/978-1-4614-4684-2_17

M3 - Chapter

AN - SCOPUS:84938898847

SN - 9781461446835

SP - 525

EP - 547

BT - Third International Handbook of Mathematics Education

PB - Springer New York

ER -