Mathematics and Technology

Introduction, Fernando Hitt.- Part 1 Technology, a Tool for Teaching and Learning Mathematics: A. Teaching.- Early child spatial development: A teaching experiment with programmable robots, Cristina Sabena.- Mediation of technological resources in lessons on polyhedra: Analysis of two teaching actions, Nielce Meneguelo Lobo da Costa, Maria Celia Pimentel de Carvalho, and Tania Maria Mendonça Campos.- Task design in a paper and pencil and technological environment to promote inclusive learning: An example with polygonal numbers, Fernando Hitt, Mireille Saboya, and Carlos Cortés.- ICT and liminal performative space for Hyperbolic Geometry's teaching, Panagiota Kotarinou and Charoula Stathopoulou.- Improving the teaching of mathematics with the use of technology: A Commentary, Sixto Romero.- Part 2 Technology, a Tool for Teaching and Learning Mathematics: B. Learning.- Domains of manipulation in touchscreen devices and some didactic, cognitive and epistemological implications for improving geometric thinking, Marcelo Bairral, Ferdinando Arzarello, and Alexandre Assis.- Graphs in primary school: Playing with technology, Daniela Ferrarello.- Pocket calculators as an experimental milieu: Emblematic tasks and activities, Ruhal Floris.- The street lamp problem: Technologies and meaningful situations in class, Elisa Gentile and Monica Mattei.- A framework for failed proving processes in a Dynamic Geometry Environment, Madona Chartouny, Iman Osta, and Nawal Abou Raad.- Disclosing the "ræmotionality" of a mathematics teacher using technology in her classroom activity, Marina De Simone.- Integrating arithmetic and algebra in a collaborative learning and computational environment using ACODESA, Fernando Hitt, Carlos Cortés, and Mireille Saboya.- L-system fractals as geometric patterns: A case study, Anna Alfieri.- Learning and technology? Technology and learning? A commentary, Peter Appelbaum.- Part 3: Communication and Information: A. Communication Inside and Outside the

Dr. Gilles Aldon is a mathematics teacher and researcher at the Ecole Normale Supérieure de Lyon. He is particularly involved in research on problem solving linked with the integration of new technologies in the classroom. His Phd focuses on the use of technology in the regular classroom of mathematics, seeking to understand how the incidents are indicative of perturbations that change the dynamic of the class. His research focuses:

- on the links between problem solving and the actual use of technology in the classroom,

- on the possibilities of multi-representations given by technology and the links with teaching and learning,

- on the role of technology in assessment and particularly formative assessment.

Fernando Hitt is a Professor of Mathematics Education in the mathematics department of the Faculty of Sciences at the Université du Québec à Montréal, Québec, Canada. His research interests are related to the notion of epistemologicalobstacles in the learning of mathematics and the use of technology in mathematics education. He is currently a member of the Commission Internationale pour l'Étude et l'Amélioration de l'Enseignement des Mathématiques (CIEAEM).

Luciana Bazzini is professor emeritus of Mathematics Education at the University of Torino (Italy). Since the Seventies she has been doing research in Algebraic Thinking, Curriculum development in primary education and Teacher training, with the main purpose of bridging theoretical issues and school practice. She published books and papers on scientific journals and played active role in many international conferences. She acted as Secretary of CIEAEM (1998-2003) and Vice President (since 2013).


Uwe Gellert is a Professor of Mathematics Education in the Faculty of Education and Psychology at the Freie Universität, Berlin. His research interests include social inequalities in mathematics education, cross-cultural studies,

"Mathematics and Technology ... does an impressive job of presenting mathematical tasks in which technology serves as an important tool to facilitate student learning and engage them in mathematics. ... A commentary at the end of each section summarizes the chapters and provides new insights that are consistent with the spirit of the book. ... this book offers a great deal of information and insight concerning the aforementioned needs for technologybased mathematics education." (Woong Lim, MAA Reviews, October, 2017)