Volume 14 · Number 3 · Pages 316–318
Authors’ Response: Shifting the Epistemological Conception of Learning and Teaching in a Mathematics Classroom

Chantal Buteau, Ana Isabel Sacristán & Eric Muller

Log in to download the full text for free

> Citation > Similar > References > Add Comment

Abstract

Abstract: In this response we emphasize the core elements of the MICA course, and how its focus is on providing programming experiences for “doing” mathematics. This implies an epistemological shift from traditional mathematics instruction at university.

Citation

Buteau C., Sacristán A. I. & Muller E. (2019) Authors’ response: Shifting the epistemological conception of learning and teaching in a mathematics classroom. Constructivist Foundations 14(3): 316–318. https://constructivist.info/14/3/316

Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS)

References

Buteau C., Gueudet G., Muller E., Mgombelo J. & Sacristán A. (in press) University students turning computer programming into an instrument for ‘authentic’ mathematical work. International Journal of Mathematical Education in Science and Technology. ▸︎ Google︎ Scholar
Buteau C., Muller E. & Marshall N. (2015) When a university mathematics department adopted core mathematics courses of an unintentionally constructionist nature: Really? Digital Experiences in Mathematics Education 1(2–3): 133–155. ▸︎ Google︎ Scholar
Buteau C., Muller E., Marshall N., Sacristán A. I. & Mgombelo J. (2016) Undergraduate mathematics students appropriating programming as a tool for modelling, simulation, and visualization: A case study. Digital Experience in Mathematics Education 2(2): 142–156. ▸︎ Google︎ Scholar
Cuoco A., Goldenberg E. P. & Mark J. (1996) Habits of mind: An organizing principle for mathematics curricula. The Journal of Mathematical Behavior 15(4): 375–402. ▸︎ Google︎ Scholar
Lewis P. G. (1990) Approaching precalculus mathematics discretely: Explorations in a computer environment. MIT Press, Cambridge MA. ▸︎ Google︎ Scholar
Papert S. (1980) Mindstorms: Children, computers, and powerful ideas. Basic Books, New York NY. ▸︎ Google︎ Scholar
Rabardel P. (2002) Les hommes et les technologies: Approches cognitives des instruments contemporains. Paris, France: Armand Colin, Paris. Originally published in 1995. ▸︎ Google︎ Scholar
Trouche L. (2004) Managing complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning 9: 281–307. ▸︎ Google︎ Scholar
Trouche L. (2014) Instrumentation in mathematics education. In: Lerman S. (ed.) Encyclopedia of mathematics education. Springer, Dordrecht: 307–313. ▸︎ Google︎ Scholar
Weintrop D., Beheshti E., Horn M., Orton K., Jona K., Trouille L. & Wilensky U. (2016) Defining computational thinking for mathematics and science classrooms. Journal for Science Education and Technology 25: 127–147. ▸︎ Google︎ Scholar
Yadav A., Stephenson C. & Hong H. (2017) Computational thinking for teacher education. Communications of the ACM 60(4): 55–62. ▸︎ Google︎ Scholar

Comments: 0

To stay informed about comments to this publication and post comments yourself, please log in first.