Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research

C. Kieran; P.H.M. Drijvers

doi:10.1007/978-3-319-26047-1_6

Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research

C. Kieran^*
, P.H.M. Drijvers

^*Corresponding author for this work

Université du Québec à Montréal

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

Abstract

In this chapter, we revisit Michèle Artigue’s classic 2002 IJCML article and draw out what we consider to be the core theoretical ideas and key dimensions of the body of work on tools and tool use that Michèle not only elaborated but also inspired others to further develop. We trace the evolutionary path of these core ideas, noting the ways in which they theorise the four general key dimensions of learner, teacher, tool, and mathematics. We focus on seven core theoretical ideas that have been central to Michèle’s work and that have impacted in various ways the research of others: the instrumental approach to tool use, instrumental genesis, the pragmatic-epistemic duality, the technical-conceptual connection, the paper-and-pencil versus digitally-instrumented-technique relationship, the institutional aspect, and the networking of theories.

Original language	English
Title of host publication	The Didactics of Mathematics: Approaches and Issues
Subtitle of host publication	A Homage to Michèle Artigue
Editors	Bernard R Hodgson, Alain Kuzniak, Jean-Baptiste Lagrange
Place of Publication	Cham
Publisher	Springer
Chapter	6
Pages	123-142
Number of pages	20
Edition	1
ISBN (Electronic)	978-3-319-26047-1
ISBN (Print)	978-3-319-26046-4
DOIs	https://doi.org/10.1007/978-3-319-26047-1_6
Publication status	Published - 4 Apr 2016

Keywords

Mathematics Education
Core Idea
Digital Tool
Instrumental Approach
Institutional Aspect

Access to Document

10.1007/978-3-319-26047-1_6

978-3-319-26047-1_6Final published version, 459 KBLicence: Taverne

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Kieran, C., & Drijvers, P. H. M. (2016). Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research. In B. R. Hodgson, A. Kuzniak, & J.-B. Lagrange (Eds.), The Didactics of Mathematics: Approaches and Issues: A Homage to Michèle Artigue (1 ed., pp. 123-142). Springer. https://doi.org/10.1007/978-3-319-26047-1_6

Kieran, C. ; Drijvers, P.H.M. / Digital technology and mathematics education : Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research. The Didactics of Mathematics: Approaches and Issues: A Homage to Michèle Artigue . editor / Bernard R Hodgson ; Alain Kuzniak ; Jean-Baptiste Lagrange. 1. ed. Cham : Springer, 2016. pp. 123-142

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abstract = "In this chapter, we revisit Mich{\`e}le Artigue{\textquoteright}s classic 2002 IJCML article and draw out what we consider to be the core theoretical ideas and key dimensions of the body of work on tools and tool use that Mich{\`e}le not only elaborated but also inspired others to further develop. We trace the evolutionary path of these core ideas, noting the ways in which they theorise the four general key dimensions of learner, teacher, tool, and mathematics. We focus on seven core theoretical ideas that have been central to Mich{\`e}le{\textquoteright}s work and that have impacted in various ways the research of others: the instrumental approach to tool use, instrumental genesis, the pragmatic-epistemic duality, the technical-conceptual connection, the paper-and-pencil versus digitally-instrumented-technique relationship, the institutional aspect, and the networking of theories. ",

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Kieran, C & Drijvers, PHM 2016, Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research. in BR Hodgson, A Kuzniak & J-B Lagrange (eds), The Didactics of Mathematics: Approaches and Issues: A Homage to Michèle Artigue . 1 edn, Springer, Cham, pp. 123-142. https://doi.org/10.1007/978-3-319-26047-1_6

Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research. / Kieran, C.; Drijvers, P.H.M.
The Didactics of Mathematics: Approaches and Issues: A Homage to Michèle Artigue . ed. / Bernard R Hodgson; Alain Kuzniak; Jean-Baptiste Lagrange. 1. ed. Cham: Springer, 2016. p. 123-142.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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AB - In this chapter, we revisit Michèle Artigue’s classic 2002 IJCML article and draw out what we consider to be the core theoretical ideas and key dimensions of the body of work on tools and tool use that Michèle not only elaborated but also inspired others to further develop. We trace the evolutionary path of these core ideas, noting the ways in which they theorise the four general key dimensions of learner, teacher, tool, and mathematics. We focus on seven core theoretical ideas that have been central to Michèle’s work and that have impacted in various ways the research of others: the instrumental approach to tool use, instrumental genesis, the pragmatic-epistemic duality, the technical-conceptual connection, the paper-and-pencil versus digitally-instrumented-technique relationship, the institutional aspect, and the networking of theories.

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Kieran C, Drijvers PHM. Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research. In Hodgson BR, Kuzniak A, Lagrange JB, editors, The Didactics of Mathematics: Approaches and Issues: A Homage to Michèle Artigue . 1 ed. Cham: Springer. 2016. p. 123-142 doi: 10.1007/978-3-319-26047-1_6

Digital technology and mathematics education: Core ideas and key dimensions of Michèle Artigue’s theoretical work on digital tools and its impact on mathematics education research

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Keywords

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