Tecnologías y educación matemática: ¿Andarán dos juntos, si no estuvieren de acuerdo?

• Autores: Abraham Arcavi
• Localización: Investigación en Educación Matemática XXV / coord. por Teresa Fernández Blanco , Cristina Núñez García , María Consuelo Cañadas Santiago , José Antonio González-Calero Somoza , 2022, ISBN 978-84-09-45038-1, págs. 7-16
• Idioma: español
• Títulos paralelos:
  • Technologies and Mathematics Education: Can two walk together, except they be agreed?
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen
  • español

    “¿Andarán dos juntos, si no estuvieren de acuerdo?” es una cita del libro de Amos (3:3), uno de los doce ‘profetas menores’ (así llamados por la extensión de sus libros en el Antiguo Testamento). La metáfora alude a las cosas que no suceden por casualidad, y a que detrás de todo hay motivos. Si dos personas se juntan para andar es porque se encontraron con un propósito y hay entre ellas una cierta relación.

    Las tecnologías y la educación, dos campos distantes, se encontraron durante las últimas décadas. ¿Cuáles fueron la naturaleza, los propósitos y los desafíos de ese ‘andar’ juntos? Esta presentación es un intento de responder a esta pregunta a partir del advenimiento del ordenador individual y desde mi perspectiva personal, como espectador y, en menor escala, como ‘actor’.

  • English

    “Can two walk together, except they be agreed?” is a quote from the book of Amos (3:3), one of the twelve ‘minor prophets’ (so called due to the length of their books within the Old Testament). The metaphor refers to things that do not happen by chance and that there is a motive behind anything. If two people get together to walk they did it for a purpose and they have a certain relationship.

    Technologies and education, two remote fields, met during the last decades. What were the nature, the purposes and the challenges of this ‘walking’ together? This presentation is an attempt to answer this question since the advent of the personal computer and from a personal perspective, as a spectator, and in a smaller scale, as an ‘actor’.

• Referencias bibliográficas
  • Arcavi, A. (2020). From tools to resources in the professional development of mathematics teachers: General perspectives and crosscutting...
  • Arcavi, A. (2022). Geogebra – Tareas para sorprender. Conferencia plenaria en VII Dia Geogebra Portugal.
  • Arcavi, A. y Hadas, N. (2000). Computer mediated learning: An example of an approach. International Journal of Computers for Mathematics Learning,...
  • Ball, D. L., Hill, H. C. y Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and...
  • Bess, M. (2018). Technology isn’t just changing society - it’s changing what it means to be human. https://www.vox.com/technology/2018/2/23/16992816/facebook-twitter-tech-artificial-intelligence-crispr
  • Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S. y Sánchez Aguilar, M. S. (2016). Digital technology in mathematics education:...
  • Borko, H., Koellner, K., Jacobs, J. y Seago, N. (2011). Using video representations of teaching in practice based professional development...
  • Bruner, J. (1964). The course of cognitive growth. American Psychologist, 19(1), 1-15.
  • Calvin, A. (1969). Programmed instruction: Bold new venture. Indiana University Press.
  • Clarke, D. (2000). Time to reflect. Journal of Mathematics Teacher Education, 3(3), 201-203.
  • Cole. M. y Griffin, P. (1980). Cultural amplifiers reconsidered. En D. R. Olson (Ed.) The Social Foundations of Language and Thought: Essays...
  • Drijvers, P. (2018). Tools and taxonomies, a response to Hoyles. Research in Mathematics Education, 20(3), 229-235. https://doi.org/10.1080/14794802.2018.1522269
  • Drijvers, P., Thurm, D., Vandervieren, E., Klinger, M., Moons, F., van der Ree, H., Mol, A., Barzel, B. y Doorman, M. (2021). Distance mathematics...
  • diSessa, A. (2000). Changing Minds: Computers, Learning, and Literacy. MIT Press.
  • Gagné, R. M. (1965). Conditions of Learning. Holt, Rinehart and Winston.
  • Hadas, N., Hershkowitz, R. y Schwarz, B. (2000). The role of contradiction and uncertainty in promoting the need to prove in Dynamic Geometry...
  • Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education,...
  • Karsenty, R. y Arcavi, A. (2017). Mathematics, lenses and videotapes: a framework and a language for developing reflective practices of teaching....
  • Luckin, R., Holmes, W., Griffiths, M. y Forcier, L.B. (2016). Intelligence Unleashed. An argument for AI in Education. Pearson. https://www.pearson.com/content/dam/corporate/global/pearson-dotcom/files/innovation/Intelligence-Unleashed-Publication.pdf
  • Meserve, B. (1966). Mathematics teachers, on guard! The Mathematics Teacher, 59(6), 522-530.
  • Skinner, B. F. (1974). About Behaviorism. Vintage Books.
  • Oleson, A. y Hora, M.T. (2013). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience...
  • Papert, S. (1980). Mindstorms. Children, Computers and Powerful Ideas. Basic Books.
  • Pea., R. (1987). Cognitive technologies for mathematics education. En Schoenfeld, A. (Ed.), Cognitive science and mathematics education (pp....
  • Ruthven, K. (2022). Ergonomic, epistemological and existential challenges of integrating digital tools into school mathematics. Asian Journal...
  • Schwarts, G., Coles, A. y Arcavi, A. (2022). Leading mathematics teacher discussions during professional development: challenges, opportunities,...
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • UNESCO (2015). http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf
  • World Economic Forum (2016). Why robots could replace teachers as soon as 2027. https://www. weforum.org/agenda/2017/12/why-robots-could-replace-teachers-as-soon-as-2027