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Digital technology in mathematics education: why it works (or doesn't)

  • Autores: Paul Drijvers Árbol académico
  • Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 8, Nº. 1, 2013, págs. 1-20
  • Idioma: inglés
  • DOI: 10.30827/pna.v8i1.6120
  • Títulos paralelos:
    • La tecnología digital en educación matemática: por qué funciona (o no)
  • Enlaces
  • Resumen
    • español

      La integración de la tecnología digital enfrenta a profesores, formadores de profesores e investigadores a muchas preguntas. ¿Cuál es el potencial de las TIC en el aprendizaje y la enseñanza, y qué factores son determinantes al trabajar en clase de matemáticas? Para investigar estas cuestiones, se describen seis casos de estudio prominentes en el área, y se identifican los factores decisivos para el éxito. Esto lleva a la conclusión de que los factores cruciales para el éxito de la tecnología digital en la educación matemática incluyen el diseño de la herramienta digital y de las tareas apropiadas que exploren el potencial pedagógico de la herramienta, el papel del profesor y el contexto educativo.

    • English

      The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool´s pedagogical potential, the role of the teacher and the educational context.

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