Postgraduate Module Descriptor

EFPM324: Technology in Mathematics Education: Shaping Mathematical Knowledge in the 21st Century

This module descriptor refers to the 2019/0 academic year.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274.

Balacheff, N., & Gaudin, N. (2003). Conceptual framework. In S. Soury-Lavergne (Ed.), Baghera Assessment Project: Designing a hybrid and emergent educational society (pp. 3–22). Grenoble, France: Laboratoire Leibniz-IMAG.

English, L. D. (Ed.). (2010). Handbook of international research in mathematics education. Routledge.

Gutiérrez, A., & Boero, P. (Eds.). (2006). Handbook of research on the psychology of mathematics education: Past, present and future. Sense publishers.

Hoyles, C. (2009). Mathematics education and technology: rethinking the terrain. New York, NY: Springer.

Hyde, Rosalyn and Edwards, Julie-Ann (eds.) (2013) Mentoring mathematics teachers: supporting and inspiring pre-service and newly qualified teachers, Abingdon, GB, Routledge

Jones, K. (2000). Providing a foundation for deductive reasoning: students' interpretations when using Dynamic Geometry software and their evolving mathematical explanations. Educational studies in mathematics, 44(1-2), 55-85.

Kazak, S., Wegerif, R., & Fujita, T. (2013). I get it now!. Stimulating insights about probability through talk and technology. Mathematics Teaching, 235, 29-32.

Kelly, A. E., & Lesh, R. A. (Eds.). (2012). Handbook of research design in mathematics and science education. Routledge.

Leung, A., Chan, Y. C., & Lopez-Real, F. (2006). Instrumental genesis in dynamic geometry environments. In Proceedings of the ICMI 17 Study Conference: Technology Revisited, Part 2 (pp. 346–353). Hanoi, Vietnam.

Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge, England: Cambridge University Press.

Sinclair, N., & Yurita, V. (2008). To be or to become: How dynamic geometry changes discourse. Research in Mathematics Education, 10(2), 135-150.

Stylianou, D. A., Blanton, M. L., & Knuth, E. J. (Eds.). (2009). Teaching and learning proof across the grades: A K-16 perspective. Routledge.

Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9(3), 281-307.

Watson, A., Jones, K., & Pratt, D. (2013). Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19. Oxford University Press.

Wegerif. R. (2007) Dialogic, Educational and Technology: Resourcing the Space of Learning. New York: Springer-Verlag

Wegerif. R. (2013) Dialogic: Education for the Internet Age, Routledge.