000			03696nam a22004455i 4500
001			978-0-387-24264-4
003			DE-He213
005			20250710083931.0
007			cr nn 008mamaa
008			100301s2005 xxu| s |||| 0|eng d
020			_a9780387242644 _a99780387242644
024	7		_a10.1007/b105001 _2doi
082	0	4	_a370 _223
100	1		_aBorba, Marcelo C. _eauthor.
245	1	0	_aHumans-with-Media and the Reorganization of Mathematical Thinking _h[recurso electrónico] : _bInformation and Communication Technologies, Modeling, Visualization and Experimentation / _cby Marcelo C. Borba, Mónica E. Villarreal.
264		1	_aBoston, MA : _bSpringer US, _c2005.
300			_aXXII, 226 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aMathematics Education Library ; _v39
505	0		_aWhy Another Book about Technology and Mathematics Education? -- Information Technology, Reorganization of Thinking and Humans-with-Media -- Modeling as a Pedagogical Approach: Resonance with New Media -- Experimental-with-Technology Approach: Resonance with Modeling and Multiple Representations -- Visualization, Mathematics Education and Computer Environments -- Modeling and Media in Action -- Experimentation, Visualization and Media in Action -- Mathematics and Mathematics Education On-Line -- Methodology: An Interface between Epistemology and Procedures -- Political Dimensions of Information and Communication Technology.
520			_aThis book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and oral discourse transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-line mathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.
650		0	_aEDUCATION.
650		0	_aMATHEMATICS.
650	1	4	_aEDUCATION.
650	2	4	_aMATHEMATICS EDUCATION.
650	2	4	_aEDUCATIONAL TECHNOLOGY.
650	2	4	_aLEARNING & INSTRUCTION.
700	1		_aVillarreal, Mónica E. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387242637
830		0	_aMathematics Education Library ; _v39
856	4	0	_uhttp://dx.doi.org/10.1007/b105001 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c56330 _d56330