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Exploring the semiotic potential of TouchTimes with primary teachers. Educational Studies in Mathematics, 70(2), 97–109. Gestures as semiotic resources in the mathematics classroom. Īrzarello, F., Paola, D., Robutti, O., & Sabena, C. Lagrange (Eds.), Mathematics education and technology-Rethinking the terrain. The future of teaching and learning mathematics with digital technologies. International Journal of Computers for Mathematical Learning, 7(3), 245–274.Īrtigue, M. Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.Īrtigue, M. Veldhuis (Eds.), Proceedings of the eleventh congress of the European Society for Research in Mathematics Education (pp. Networking theories in design research: An embodied instrumentation case study in trigonometry. KeywordsĪlberto, R., Bakker, A., Walker-van Aalst, O., Boon, P., & Drijvers, P. A series of examples is provided to illustrate the potential of applying these theoretical frameworks in connection with each other.

The chapter suggests a potential networking of the aids and tools competency with, on the one hand, the theoretical constructs of instrumental genesis and on the other hand, embodied cognition as manifested through the newly suggested idea of embodied instrumentation. Although this distinction seems straightforward, new software somewhat blurs the picture, since now several virtual manipulatives serve the purpose of illustrating and explaining physical manipulatives.

The aids and tools competency may be viewed as distinguishing between more classical material or physical tools (e.g., centicubes, rod systems, abacuses, rulers, compasses, protractors, specially lined paper, cardboard for folding or cutting) and digital tools (e.g., calculators, computers and mathematical software, such as computer algebra systems and dynamic geometry environments). This chapter focuses on the KOM-framework’s aids and tools competency and investigates its application in the digital era for mathematical learning.

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