Uses of Technology in Upper Secondary Mathematics Education

The use of technology in upper secondary mathematics education is a multifaceted topic. This topical survey addresses several dimensions of the topic and attempts at referring to international research studies as it is written by a team of several authors from five countries of three different continents. The survey is structured into four subchapters:

Technology in secondary mathematics education: theory Technology is often arousing enthusiasm as well as reluctance among teachers and mathematics educators. Therefore it was necessary to start the survey with a theoretical analysis of features of digital technologies from an epistemological and a cognitive perspective. A unique epistemological feature of mathematics is their symbolic dimension.
The role of new technologies: changing interactions Part of the role of new technologies is to change the process toward an outcome for learning. This process includes developing a mathematical discourse, providing opportunities to conjecture and test, and active not passive learning. New technologies can add to these processes by connecting learners in different ways with each other and the phenomena under study, mediating learning in different ways, and can offer the opportunity for students to build on the work of one another through the ability to share products or problem solving strategies.
Interrelations between technology and mathematics Digital tools support visualization of mathematical concepts in various ways of expressions, and as such may foster versatile thinking, especially when these representations are dynamically linked.
Teacher education with technology: what, how and why? The preceding subchapters show that teachers need new knowledge and skills to efficiently use technology in upper secondary education. The institutional demands differ from the required teacher competencies elicited by research studies.
[Suiza: 2017]

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