Proceedings of the 15th International Conference on Technology in Mathematics Teaching: Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology

Editors expand_more

Uffe Thomas Jankvist (ed), Danish School of Education, Aarhus University, https://orcid.org/0000-0002-4089-0242

Raimundo José Elicer Coopman (ed), Aarhus Unviersity, https://orcid.org/0000-0002-9772-6646

Alison Clark-Wilson (ed), University College London, https://orcid.org/0000-0002-6479-4677

Hans-Georg Weigand (ed), University of Wuerzburg, https://orcid.org/0000-0001-6099-1318

Marianne Thomsen (ed), University College Copenhagen

Synopsis expand_more

The 15th International Conference on Technology in Mathematics Teaching (ICTMT 15) took place on September 13–16, 2022, in the Danish School of Education, Aarhus University, located on campus Emdrup, in the Northwestern district of Copenhagen, Denmark. There were a total of 66 participants from 15 different countries.

ICTMT 15 certainly focused on the impacts that the coronavirus pandemic has had on global mathematics education. However, it looked at the impacts of digital technology from a much wider perspective. In particular, the conference aimed to highlight how technology facilitates the multiple “Connections and Connectivity” between us all to achieve the goals of purposeful mathematics education in the early 21^st century.

By “Connections” we mean the interrelationships between researchers, teachers, students, parents, policymakers, and industry (big and small). “Connectivity” includes oral, aural, textual and gestural communications as mediated by the internet, learning environments and classroom activities. Together, “Connections and Connectivity” describes the relationships between people, between different ideas and strategies to teach, and between people and environments. It offers a frame through which to interpret assessment in mathematics education as a more formative process from the point of view of both teachers and students.

Chapters expand_more

• Introduction to the Proceedings of ICTMT 15
  Raimundo Elicer, Uffe Thomas Jankvist, Alison Clark-Wilson, Hans-Georg Weigand, Marianne Thomsen
• Embedding Mathematics in Socio-Scientific Games

  The Case of the Mathematical in Grappling with Wicked Problems
  Chronis Kynigos
• Metaphor-Based Algebra Animation
  Rogier Bos, Winand Renkema
• Digital Media as Tools Fostering Teacher Creativity on Designing Tasks Around an Area of Mathematical Concepts
  Chronis Kynigos, Dimitris Diamantidis
• Nature of the Relations between Programming and Computational Thinking and Mathematics in Danish Teaching Resources
  Raimundo Elicer, Andreas Lindenskov Tamborg
• Discovering the Possibilities of a Computer-Based Learning Environment for Mathematical Modelling
  Lena Frenken
• How About that Algebra View in GeoGebra? A Review on How Task design May Support Algebraic Reasoning in Lower Secondary School
  Rikke Maagaard Gregersen
• Go Online to Go Outdoors – A MOOC on MathCityMap
  Simone Jablonski, Eugenia Taranto, Matthias Ludwig, Maria Flavia Mammana
• Developing Silent Video Tasks' Instructional Sequence in Collaboration with Teachers
  Bjarnheiður Kristinsdóttir, Freyja Hreinsdóttir, Zsolt Lavicza
• Synchronous Distance Learning with MCM@home: A Case Study on Digital Learning Environments
  Matthias Ludwig, Philipp Larmann, Simon Barlovits
• Writing Atomic, Reusable Feedback to Assess Handwritten Math Tasks Semi-Automatedly
  Filip Moons, Ellen Vandervieren
• Relational Thinking Supported by an Algebraic Modeling Tool on the Web
  Reinhard Oldenburg
• "... Then It Looks Beautiful" – Preformal Proving in Primary School
  Melanie Platz
• Forms of Epistemic Feedback
  David A Reid, Angelika Bikner-Ahsbahs, Thomas Janßen, Estela Vallejo-Vargas
• Challenges of Procedure-Oriented Cognitive Conflict Strategies for Undergraduate Students
  Evelyn Schirmer, Alexander Schüler-Meyer, Birgit Pepin
• Shifts from Teaching Mathematics with Technology to Teaching Mathematics through Technology: A Focus on Mathematical Discussion
  Anna Baccaglini-Frank
• Does the Gender Matter? The Use of a Digital Textbook Compared to Printed Materials
  Maxim Brnic, Gilbert Greefrath
• Mathematical Thinking And Social Construction of Meanings in Distance Contexts: The Role of the Teacher
  Eleonora Faggiano, Federica Mennuni
• Children in Movement Towards STEAM: Coding and Shapes at Kindergarten
  Francesca Ferrara, Giuli Ferrari, Ketty Savioli
• Spatial and Computational Thinking at Kindergarten through the Aid of an Educational Robot
  Francesca Ferrara, Giuli Ferrari, Ketty Savioli
• A Review on Allgemeinbildung and Mathematical Literacy in Relation to Digital Technologies in Mathematics Education
  Stine Gerster Johansen
• Teacher Development in Computational Thinking and Student Performance in Mathematics: A Proxy-Based TIMSS Study
  Andreas Lindenskov Tamborg, Liv Nøhr, Morten Misfeldt
• The Use of Digital Technologies for Mathematical Thinking Competency
  Mathilde Kjær Pedersen
• Graphing Calculator in the Connection between Geometry and Functions with the Contribution of Semiotic Mediation
  Manuela Subtil, António Domingos, Maria Alessandra Mariotti
• Finding Theorems and Their Proofs by Using a Calculator with CAS in University-Level Mathematics
  Kinga Szücs
• Mathematical Thinking in the Interplay Between Historical Original Sources and GeoGebra
  Uffe Thomas Jankvist, Marianne Thomsen
• An Examination of Preservice Mathematics Teachers’ Experiences at an Online Laboratory School
  Zelha Tunç-Pekkan, R. Didem Taylan, Bengi Birgili, İbrahim Burak Ölmez
• A Videogame as a Tool to Orchestrate Productive Mathematical Discussions
  Alice Lemmo, Cintia Scafa Urbaez Vilchez
• Te(a)ching to Collaborate: Automatic Assessment-Based Grouping Recommendations and Implications for Teaching
  Shai Olsher
• When a Digital Tool Guides Mathematical Communication
  Angelika Bikner-Ahsbahs, Cecilie Carlsen Bach
• Connectivity Related Issues in a Modularised Course Involving Mathematics
  Birgit Pepin, Ayse Kiliç, Zeger-Jan Kock
• The Purpose of Handwriting with Tablet-Computers and Smartpens in Mathematical Group Work over Distance
  Alexander Schüler-Meyer
• Affordances of University-Based Online Laboratory School: Types of Feedback
  Zelha Tunç-Pekkan, Eylem Sayar, Işıl Öztürk
• Examining Heuristic Worked Example Videos in a Collaborative Setting: The Conception of the Project MoVie
  Laura Wirth, Gilbert Greefrath
• An Interactive Digital Environment for Teaching and Learning Deductive Geometry (FullProof): Design Principles, Functionality, Pedagogy and Implementation Results
  Chaim Ballin, Anatoli Kouropatov
• Understanding Linear Functions in an Interactive Digital Learning Environment
  Alice Barana
• Virtual Reality in Mathematics Education: Design of an Application for Multiview Projections
  Frederik Dilling, Julian Sommer
• Mixed Reality in Mathematics Education
  Frederik Dilling, Julian Sommer
• Designing Tasks and Feedback Utilizing a Combination of a Dynamic Mathematics Software and a Computer-Aided Assessment System
  Maria Fahlgren, Mats Brunström, Mirela Vinerean, Yosief Wondmagegne
• Teaching Machine Learning with Decision Trees in Middle School Using CODAP
  Yannik Fleischer, Susanne Podworny
• Successful Modeling Processes in a Computer-Based Learning Environment
  Lena Frenken, Gilbert Greefrath
• SMARTA—Online-Diagnostic to Reveal Students’ Algebraic Thinking and Enhance Teachers’ Diagnostic Competencies
  Katrin Klingbeil, Fabian Rösken, Daniel Thurm, Bärbel Barzel, Florian Schacht, Ulrich Kortenkamp, Kaye Stacey, Vicki Steinle
• Comparing Programming and Computational Thinking with Mathematical Digital Competencies from an Implementation Perspective
  Uffe Thomas Jankvist, Andreas Lindenskov Tamborg, Morten Misfeldt
• MCM@home: An Approach for Synchronous Distance Learning with Mobile Devices
  Matthias Ludwig, Philipp Larmann, Simon Barlovits
• An Approach to Teaching Data Science in Middle School
  Yannik Fleischer, Susanne Podworny