Integrating Technology into Mathematics Education: Theoretical Perspectives

2009 ◽  
pp. 89-132 ◽  
Author(s):  
Paul Drijvers ◽  
Carolyn Kieran ◽  
Maria-Alessandra Mariotti ◽  
Janet Ainley ◽  
Mette Andresen ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Integrating Technology ◽  
Theoretical Perspectives

scholarly journals Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Kamirsyah Wahyu ◽  
Dwi Ratnasari ◽  
Sofyan Mahfudy ◽  
Desventri Etmy
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Digital Technology ◽  
Exploratory Study ◽  
Theoretical Perspective ◽  
Task Design ◽  
Theoretical Perspectives ◽  
Teachers Professional Development ◽  
Point Of Departure

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.   

CERME7 Working Group 16: Different theoretical perspectives and approaches in research in mathematics education

2012 ◽  
Vol 14 (2) ◽  
pp. 213-214 ◽  
Author(s):  
Ivy Kidron ◽  
Angelika Bikner-Ahsbahs ◽  
John Monaghan ◽  
Luis Radford ◽  
Gérard Sensevy
Keyword(s):  
Mathematics Education ◽  
Working Group ◽  
Theoretical Perspectives ◽  
Group 16 ◽  
Research In Mathematics Education

scholarly journals Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

2019 ◽  
Vol 4 (1) ◽  
pp. 31-44
Author(s):  
Kamirsyah Wahyu ◽  
Dwi Ratnasari ◽  
Sofyan Mahfudy ◽  
Desventri Etmy
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Digital Technology ◽  
Exploratory Study ◽  
Theoretical Perspective ◽  
Task Design ◽  
Theoretical Perspectives ◽  
Teachers Professional Development ◽  
Point Of Departure

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.   

scholarly journals Disciplinary differences between cognitive psychology and mathematics education: A developmental disconnection syndrome. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016)

2016 ◽  
Vol 2 (1) ◽  
pp. 42-47 ◽  
Author(s):  
Daniel B. Berch
Keyword(s):  
Mathematics Education ◽  
Research Agenda ◽  
Quantitative Methods ◽  
Numerical Cognition ◽  
Mathematical Cognition ◽  
Disconnection Syndrome ◽  
Theoretical Perspectives ◽  
Open Questions ◽  
Mathematics Education Researcher ◽  
And Mathematics

As the participants in this collaborative exercise who are mathematics education researchers espouse a cognitive perspective, it is not surprising that there were few genuine disagreements between them and the psychologists and cognitive neuroscientists during the process of generating a consensual research agenda. In contrast, the prototypical mathematics education researcher will mostly likely find the resulting list of priority open questions to be overly restrictive in its scope of topics to be studied, highly biased toward quantitative methods, and extremely narrow in its disciplinary perspectives. It is argued here that the fundamental disconnects between the epistemological foundations, theoretical perspectives, and methodological predilections of cognitive psychologists and mainstream mathematics education researchers preclude the prospect of future productive collaborative efforts between these fields. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10]

Theoretical Perspectives on the Cause of Stuttering

2004 ◽  
Vol 31 (Spring) ◽  
pp. 80-91 ◽  
Author(s):  
Nicoline Grinager Ambrose
Keyword(s):  
Theoretical Perspectives

The Evolution of Music Therapy

2015 ◽  
Vol 26 (4) ◽  
pp. 207-221
Author(s):  
Wolfgang Mastnak
Keyword(s):  
Music Therapy ◽  
Evidence Based Medicine ◽  
Wide Spectrum ◽  
Evidence Based ◽  
Modern Music ◽  
Guided Imagery And Music ◽  
Theoretical Perspectives ◽  
International Importance ◽  
Evolution Of Music ◽  
Based Medicine

Abstract. Five overlapping eras or stages can be distinguished in the evolution of music therapy. The first one refers to the historical roots and ethnological sources that have influenced modern meta-theoretical perspectives and practices. The next stage marks the heterogeneous origins of modern music therapy in the 20th century that mirror psychological positions and novel clinical ideas about the healing power of music. The subsequent heyday of music therapeutic models and schools of thought yielded an enormous variety of concepts and methods such as Nordoff–Robbins music therapy, Orff music therapy, analytic music therapy, regulatory music therapy, guided imagery and music, sound work, etc. As music therapy gained in international importance, clinical applications required research on its therapeutic efficacy. According to standards of evidence-based medicine and with regard to clearly defined diagnoses, research on music therapeutic practice was the core of the fourth stage of evolution. The current stage is characterized by the emerging epistemological dissatisfaction with the paradigmatic reductionism of evidence-based medicine and by the strong will to discover the true healing nature of music. This trend has given birth to a wide spectrum of interdisciplinary hermeneutics for novel foundations of music therapy. Epigenetics, neuroplasticity, regulatory and chronobiological sciences, quantum physical philosophies, universal harmonies, spiritual and religious views, and the cultural anthropological phenomenon of esthetics and creativity have become guiding principles. This article should not be regarded as a historical treatise but rather as an attempt to identify theoretical landmarks in the evolution of modern music therapy and to elucidate the evolution of its spirit.

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