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Communication When Learning and Teaching Mathematics with Technology

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Uses of Technology in Primary and Secondary Mathematics Education

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

In this chapter the role of technology in supporting interactions between students, between students and teachers and between students and technology is investigated. The way that interactions in the presence of technology support the development of different types of mathematical knowledge—conceptual, procedural and metacognitive knowledge—is also considered. These considerations led to our investigation of different types of technology specific to mathematics education and the type of communication supported by these technologies. We developed the distinction between ‘communication through technology’ (e.g. through use of social networks to work collaboratively on problems), ‘communication with technology’ (e.g. syntax entry to obtain a result), and ‘communication of technology displays’ (e.g. when technology displays are used as a stimulus for communication ). Opportunities for the development of students’ knowledge are discussed from the perspectives of the different types of communication and collaboration enabled through the presence of technology in mathematics education.

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Acknowledgements

We would like to thank the reviewers for their insightful comments about our chapter.

Author information

Authors and Affiliations

  1. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia

    Lynda Ball

  2. University of Duisburg-Essen, Duisburg, Germany

    Bärbel Barzel

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  1. Lynda Ball
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  2. Bärbel Barzel
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Correspondence to Lynda Ball .

Editor information

Editors and Affiliations

  1. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Victoria, Australia

    Lynda Ball

  2. Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

    Paul Drijvers

  3. University of Saarland, Saarbrücken, Germany

    Silke Ladel

  4. Institute of Mathematics, University of Würzburg, Würzburg, Germany

    Hans-Stefan Siller

  5. School of Education, Tel Aviv University, Tel Aviv, Israel

    Michal Tabach

  6. Faculty of Education, Monash University, Melbourne, Victoria, Australia

    Colleen Vale

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Ball, L., Barzel, B. (2018). Communication When Learning and Teaching Mathematics with Technology. In: Ball, L., Drijvers, P., Ladel, S., Siller, HS., Tabach, M., Vale, C. (eds) Uses of Technology in Primary and Secondary Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-76575-4_12

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  • DOI: https://doi.org/10.1007/978-3-319-76575-4_12

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  • Online ISBN: 978-3-319-76575-4

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