Technology in Mathematics Education

Technology in Mathematics Education

Handbooks, special collections, etc.

  • Abelson, H., & diSessa, A. A.(1982). Turtle geometry. Cambridge, MA: The MIT Press.
  • Blume, G. W., & Heid, M. K. (2008). Research on technology and the teaching and learning of mathematics: Vol. 2. Cases and perspectives. Charlotte, NC: IAP.
  • Calder, N., Larkin, K., & Sinclair, N. (2018). Using mobile technologies in the teaching and learning of mathematics. Springer.
  • Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. Reston, VA: NCTM.
  • Hoyles, C. & Lagrange, J-B. (2010). Mathematics education and technology: Rethinking the terrain (17th ICMI Study). Springer.
  • Hoyles, C. & Noss, R. (Eds.) (1992). Learning Mathematics and Logo. Cambridge, MA: MIT Press
  • Lee, H., Hollebrands, K., & McCulloch, A. Preparing to teach mathematics with technology. Retrieved from: http://ptmt.fi.ncsu.edu
  • NCTM. (1992).  Calculators in Mathematics Education - 1992 Yearbook (Chapters 3 and 4).  Reston, VA: Author.
  • Niess, M. L., Driskell, S. O., & Hollebrands, K.  (2016) (Eds.). Handbook of Research on Mathematics Teacher Education in the Digital Age.
  • Polly, D. (2015). Cases on technology integration in mathematics education. Hershey, PA: IGI-Global.

 

Papers and chapters

  • Baccaglini-Frank, A., & Marrioti, M. A. (2010). Generating Conjectures in Dynamic Geometry: The Maintaining Dragging Model. International Journal of Computers for Mathematical Learning, 15(3), 225-253.
  • Borba, M. and Confrey, J. (1996). A Student's Construction of Transformations of Functions in a Multiple Representational Environment. Educational Studies in Mathematics, 31, 319-337.
  • Clements, D. H., & Sarama, J. (1997). Research on Logo: A decade of progress. Computers in the Schools, 14(1-2), 9-46.
  • Fahlgren, M. & Brunstrom, M. (2014). A model for task design with focus on exploration, explanation, and generalization in a dynamic geometry environment. Technology, Knowledge and Learning, 19(3), 287-315.
  • Heid, K. M. (1997). The technological revolution and the reform of school mathematics.  American Journal of Education (106)1, 5-61.
  • Hollebrands, K. F., Connor, A. M., & Smith, R. C. (2010). The nature of arguments provided by college geometry students with access to technology while solving problems. Journal for Research in Mathematics Education, 41(4), 324-350.
  • Jackiw, N. and Sinclair, N. (2009). Sounds and pictures: dynamism and dualism in dynamic geometry. ZDM, 41, 413-426.
  • Kaput, J. J. (1992). Technology and mathematics education.  In D.A. Grouws (Ed.) (1992).  Handbook of Research on Mathematics Teaching and Learning (Chapter 21). New York, NY: MacMillan.
  • Kaput, J., & Thompson, P. W. (1994). Technology in mathematics education research: The first 25 years in the JRME. Journal for Research in Mathematics Education, 25(6), 676-684.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology & Teacher Education, 9(1), 60–70.
  • Kurz, T.L., Middleton, J.A. & Yanik, H.B. (2005). A Taxonomy of Technological Tools for Mathematics Instruction. Contemporary Issues in Technology and Teacher Education, 5(2), 123-137. Waynesville, NC USA: Society for Information Technology & Teacher Education.
  • Larkin, K., & Calder, N. (2016). Mathematics education and mobile technologies. Mathematics Education Research Journal, 28(1), 1-7.
  • Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326-341.
  • Leung, A. (2011). An epistemic model of task design in dynamic geometry environment. ZDM, 43, 325-336.
  • Ng, O. & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment. ZDM, 51(3).
  • Niess, M., Gillow-Wiles, H. (2014) Transforming teachers’ knowledge focused on student thinking with technologies using a learning trajectory instructional approach. Journal of Technology and Teacher Education, 22(4), 497-520.
  • Noss, R. (1987). Children’s learning of geometrical concepts through Logo. Journal for Research in Mathematics Education, 18(5), 343-362.
  • Pea, R. D. (1987). Cognitive technologies for mathematics education. In A. Schoenfeld (Ed.), Cognitive science and mathematics education. Hillsdale, NJ: Lawrence Erlbaum.
  • Roschelle, J., Noss, R., Blikstein, P., & Jackiw, N. (2017). Technology for learning mathematics. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 853-878). Reston, VA: NCTM.
  • Sinclair, N. and Yurita, V. (2008). To be or to become: How dynamic geometry changes discourse. Research in Mathematics Education, 10(2), 135-150.

  • Talmon V, & Yerushalmy, M. (2004). Understanding Dynamic Behavior: Parent–Child Relations in Dynamic Geometry Environments. Educational Studies in Mathematics, 57, 91-119
  • Wanko, J., Edwards, M. T., & Phelps, S. (2012). Core conversations with educative dragging. Mathematics Teacher, 106(2), 108-113.
  • Zbiek, R. M., Heid, M. K., & Blume, G. (2007). Research on technology in mathematics education: The perspective of constructs. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1169-1207). Charlotte, NC: Information Age Publishing

 

Faculty publications

  • Kaplon-Schilis, A. & Lyublinskaya, I. (2018) Development and transfer of TPACK from pre-service to in-service experience for a special education elementary school teacher - Case study. In M. Niess, H. Gillow-Wiles, & C. Angeli  (Eds.)  Handbook of Research on TPACK in the Digital Age. (pp. 173-198) Hershey, PA: IGI Global
  • Lyublinskaya, I., Tournaki, E. (2011) The effects of the use of handheld devices on student achievement in algebra.  Journal of Computers in Mathematics and Science Teaching, 30(1), 5-35
  • Lyublinskaya, I., Tournaki, E. (2012) The effects of teacher content authoring on TPACK and on student achievement in algebra: Research on instruction with the TI-Nspire handheld. In R. Ronau, C. Rakes, & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. (pp. 295-322) Hershey, PA: IGI Global.
  • Lyublinskaya, I., Tournaki, N (2014) A study of special education teachers’ TPACK development in mathematics and science through assessment of lesson plans. Journal of Technology and Teacher Education. 22(4), 449-470
  • Wasserman, N. (2015). Bringing dynamic geometry to three dimensions: The use of SketchUp in mathematics education. In D. Polly (Ed.), Cases on technology integration in mathematics education (pp. 68-99). Hershey, PA: IGI-Global.
  • Wasserman, N. (2017). The dilemma of advanced mathematics: Instructional approaches for secondary mathematics teacher education. In A. Karp (Ed.), Current issues in mathematics education: Materials of the American-Russian workshop (pp. 107-123). Bedford, MA: The Consortium for Mathematics and Its Applications (COMAP).
  • Wasserman, N., Quint, C., Norris, S. A., & Carr, T. (2017). Exploring flipped classroom instruction in Calculus III. International Journal of Science and Mathematics Education, 15(3), pp. 545-568.

 

A few TC dissertations

  • Shoaf-Grubbs, Mary Margaret (1990). The effect of the graphics calculator on female students’ cognitive levels and visual thinking.
  • Galarza, Patrick (2018). The effects of mathematical game play on the cognitive and affective development of pre-secondary students.

 

Members of the TSG

Irina Lyublinskaya

Nick Wasserman

Contact Us

Program Director: Professor Alexander Karp

Box: 210-M

Teachers College, Columbia University
323 Thompson

Phone: (212) 678-3381 Fax: (212) 678-8319

Email: tcmath@tc.edu

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