This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school. It does this by reporting on major results and implications of the Problem@Web project that investigated youngsters' mathematical problem solving and, in particular, their use of digital technologies in tackling, and communicating the results of their problem solving, in environments beyond school. The book has two focuses: Mathematical problem solving skills and strategies, forms of representing and expressing mathematical thinking, technological-based solutions; and students´ and teachers´ perspectives on mathematics learning, especially school compared to beyond-school mathematics.

Addresses existing deficiencies in knowledge about mathematical problem solving, like the limited knowledge of students' mathematical problem solving skills outside of the classroom Reports on the unique needs of "digital native" mathematics learners Explores students' and teachers' perspectives on mathematics learnings, especially comparing classroom learning to out-of-the-classroom learning Includes supplementary material: sn.pub/extras

Auteur
Susana Carreira is an associate professor in the mathematics department of the Faculty of Sciences and Technology at the University of Algarve. Keith Jones is an associate professor in the School of Education at the University of Southampton. Nélia Amado is an assistant professor in the mathematics department of the Faculty of Sciences and Technology at the University of Algarve. Hélia Jacinto is a PhD student at the research unit of the Institute of Education of the University of Lisbon & Jose Saramago Middle School. Sandra Nobre is a PhD student and mathematics teacher, associated with the research unit of the Institute of Education of the University of Lisbon & Schools group of Paula Nogueira, Olhão, Portugal.

Texte du rabat

This book investigates problem solving approaches to mathematical problems that youngsters use in the wake of the growing availability of digital technologies, and how these approaches can be effective and productive for their unique needs. The empirical research, conducted in the Problem@Web project, delves into the many ways in which students can achieve the solution to a mathematical problem and communicate it with the technological tools they have at their disposal, either in their home environment or in their mathematics classroom. The researchers then address the implications for the future study of a broadened perspective on mathematical problem solving with technology. In addition to exploring how technology has changed mathematical problem solving, the book also provides:

A well-developed theoretical framework that integrates the use of technology into mathematical problem-solving
Insightful analysis of the young participants' methods of mathematical problem solving, in addition to their teachers and families
Examples of student solutions, together with the students' explanations of how they achieved their solution

Youngsters Solving Mathematical Problems with Technology is an extremely valuable resource for any researcher or educator interested in mat hematics education, technology in education, or the intersection of both.

Contenu
Foreword.- Preface.- Mathematical problem-solving with technology: an overview of the Problem@Web project.- Youngsters solving mathematical problems with technology: their experiences.- Perspectives of teachers on youngsters solving mathematical problems with technology.- Theoretical perspectives on youngsters solving mathematical problems with technology.- Digitally expressing conceptual models of geometrical invariance.- Digitally expressing algebraic thinking in quantity variation.- Youngsters solving mathematical problems with technology: findings and implications.- Afterword.