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Vielfältige Zugänge zum Mathematikunterricht pp 121–129Cite as

Technology-supported classrooms: New opportunities for communication and development of mathematical understanding

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Zusammenfassung

This chapter provides an overview of some themes which have emerged over two decades of Bärbel Barzel’s work related to the teaching and learning of school mathematics with technology. The themes which are discussed include technology supporting mathematical communication, technology supporting cognitive activities and technology supporting an open classroom. Overall, the focus is on the potential for technology-supported classrooms to promote students’ understanding in secondary school mathematics. Four papers are used to illustrate Barzel’s contribution.

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Author information

Authors and Affiliations

  1. MGSE, The University of Melbourne, Melbourne, Australien

    Lynda Ball & Kaye Stacey

Authors
  1. Lynda Ball
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  2. Kaye Stacey
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Corresponding author

Correspondence to Lynda Ball .

Editor information

Editors and Affiliations

  1. Fakultät für Mathematik, Universität Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Andreas Büchter

  2. Fakultät für Mathematik, Universität Duisburg-Essen, Essen, Germany

    Matthias Glade

  3. Fakultät für Mathematik, Universität Duisburg-Essen, Essen, Germany

    Raja Herold-Blasius

  4. Fakultät für Mathematik, Universität Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Marcel Klinger

  5. Fakultät für Mathematik, Universität Duisburg Essen, Essen, Nordrhein-Westfalen, Germany

    Florian Schacht

  6. Fakultät für Mathematik, Universität Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Petra Scherer

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© 2019 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature

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Ball, L., Stacey, K. (2019). Technology-supported classrooms: New opportunities for communication and development of mathematical understanding. In: Büchter, A., Glade, M., Herold-Blasius, R., Klinger, M., Schacht, F., Scherer, P. (eds) Vielfältige Zugänge zum Mathematikunterricht. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-24292-3_9

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