Using Activity Theory to study the relationship between technology and the learning environment in the arithmetic domain (Contributo in volume (capitolo o saggio))

Type

• Prodotto della ricerca (Classe)
• Contributo in volume (capitolo o saggio) (Classe)

Label

• Using Activity Theory to study the relationship between technology and the learning environment in the arithmetic domain (Contributo in volume (capitolo o saggio)) (literal)

Anno

• 2008-01-01T00:00:00+01:00 (literal)

Alternative label

• Bottino R.M.; Chiappini G. (2008)
  Using Activity Theory to study the relationship between technology and the learning environment in the arithmetic domain
  Routledge Journals, Taylor & Francis Ltd., Abingdon (Regno Unito) in Handbook of INTERNATIONAL RESEARCH in MATHEMATICS EDUCATION - Second Edition, 2008
  (literal)

Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori

• Bottino R.M.; Chiappini G. (literal)

Pagina inizio

• 838 (literal)

Pagina fine

• 861 (literal)

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• The Second Edition of The Handbook of International Research in Mathematics Education where the article here presented is inserted is an important reference for the reserach in math education. This hanbook brings together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook's original key themes and issues for international research in mathematics education for the 21st century, namely: priorities in international mathematics education research; lifelong democratic access to powerful mathematical ideas; advances in research methodologies; influences of advanced technologies. Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development being an important component of all these aspects. This edition also examines other catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating (and ultimately improving) mathematical teaching and learning. In particular the article here presented explore advanced technology and learning environments with a focus on their relationships within the arithmetic problem-solving domain. (literal)

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• New York, N.Y. USA (literal)

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• http://www.math.umt.edu/sriraman/IntHandbook_secondedition.pdf (literal)

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• Handbook of INTERNATIONAL RESEARCH in MATHEMATICS EDUCATION - Second Edition (literal)

Note

• Google Scholar (literal)

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• ITD - Istituto per le Tecnologie Didattica (literal)

Titolo

• Using Activity Theory to study the relationship between technology and the learning environment in the arithmetic domain (literal)

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• L.D. English (ed.): Handbook of International Research in Mathematics Education - second edition, (literal)

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• 978-0-8058-5876-1 (literal)

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• Lyn D. English (literal)

Abstract

• The advent of the microcomputer in the early 1980s brought with it high expectations regarding this tool's potential to drive change and innovation in schools. Although a number of projects have produced significant results at a research level, it is nevertheless true that these expectations appear to have remained largely unfulfilled (see Pelgrum, 1996; Andrew, 1999; Bottino & Furinghetti, 1998; Venezky & Davis, 2002). This is true also for disciplines, like mathematics, which, from the beginning, has been one of the most affected by educational research concerning the development and the use of ICT tools (Artigue, 2000). One of the main reasons for this (disregarding factors related to hardware availability and management, and to the traditional resistance of both the school system and teachers themselves to change) is that technology has often been introduced as an addition to an existing, unchanged classroom setting (De Corte, 1996). Often the introduction of Information and Communication Technologies (ICT) in education has been linked to a vision of learning as an individual process whereby knowledge emerges from the interaction between the student and the computer. This vision is borne out by the terminology frequently adopted in the literature, where educational software applications are often referred to as learning environments, thus focusing attention on the fact that it is the software itself, through interaction with the student, that is to form the environment where learning can be developed. In this chapter, we analyze the relationship between advanced learning technologies and learning environments that arise from a different perspective. In adopting the term learning environment, we consider the teaching and learning situation as a whole. In other words we are interested in analyzing teaching and learning processes that happen within activity rich, interaction rich, culturally rich social environments, which the intelligent use of technology is making possible (De Figueiredo, 1999). In this framework ICT have an important role as Artefacts mediating teaching and learning processes, but they do not embody the entire learning environment. In the following, we briefly analyze the main aspects of evolution in educational computing research that have led to greater consideration for the learning environment as a whole (see also Bottino, 1994). Since different theoretical perspectives account for different ways of conceptualizing teaching and learning processes with ICT, it is necessary to explicit the framework from which the research questions discussed in this paper have been derived. Our work refers to Activity Theory and, in particular to the work of Cole and Engeström (1993). In this paper we analyze the main aspects of a methodology that has been derived from this theory. The Activity theory framework offers us an appropriate tool to instantiate the main relationships that characterized a learning environment. Practical examples of this instantiation are described making reference to a project involving the design, implementation and evaluation of an ICT-based system, the ARI-LAB2 system (Bottino & Chiappini, 1995). This system has been created for the development of arithmetic problem-solving capabilities with students in compulsory schooling. Hence, this project is reported here as an example of a practical application of the analysis methodology we have adopted to study the relationships between advanced technology and learning environment. (literal)

Editore

• Routledge Journals, Taylor & Francis Ltd. (Editore)

Prodotto di

• La scuola del futuro: tecnologie didattiche per la qualità dell'educazione (IC.P03.005.001) (Modulo)

Autore CNR

• GIAMPAOLO CHIAPPINI (Unità di personale interno)
• ROSA BOTTINO (Unità di personale interno)

Insieme di parole chiave

• Keywords of "Using Activity Theory to study the relationship between technology and the learning environment in the arithmetic domain" (Insieme di parole chiave)

Incoming links:

Autore CNR di

• ROSA BOTTINO (Unità di personale interno)
• GIAMPAOLO CHIAPPINI (Unità di personale interno)

Prodotto

• La scuola del futuro: tecnologie didattiche per la qualità dell'educazione (IC.P03.005.001) (Modulo)

Editore di

• Routledge Journals, Taylor & Francis Ltd. (Editore)

Insieme di parole chiave di

• Keywords of "Using Activity Theory to study the relationship between technology and the learning environment in the arithmetic domain" (Insieme di parole chiave)