Abstract
The growing importance of mathematical skills and ICTs to the workplace and industry is placing greater demand on teachers, schools and designers of curricula to find approaches to teaching and learning that facilitate the transfer of school-based mathematical knowledge to the world outside of school. This chapter explores the potential of a synergy between research in the areas of mathematical applications and modelling, numeracy, and ICTs in mathematics education, to offer the means of designing school based activities that provide\a bridge between school mathematics and the worlds beyond school.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Australian Association of Mathematics Teachers. (1997). Numeracy = everyone’s business. Report of the numeracy education strategy development conference. Adelaide: AAMT.
Beatty, R., & Geiger, V. (2010). Technology, communication, and collaboration: Re-thinking communities of inquiry, learning and practice. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics education and technology-rethinking the terrain (pp. 251–284). New York: Springer.
Damlamian, A., & Straesser, R. (2009). ICMI Study 20: Educational interfaces between mathematics and industry. ZDM, 41(4), 525–533.
Ferrara, F., Pratt, D., & Robutta, O. (2006). The role and uses of technologies for the teaching of algebra and calculus. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 237–273). Rotterdam: Sense Publishers.
Geiger, V., Faragher, R., & Goos, M. (2010). CAS-enabled technologies as ‘Agents Provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal, 22(2), 48–68.
Goos, M. (2007). Develo** numeracy in the learning areas (middle years). Keynote address presented at the South Australian literacy and numeracy expo. Adelaide.
Goos, M., Geiger, V., & Dole, S. (2010). Auditing the numeracy demands of the middle years curriculum. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Sha** the future of mathematics education (Proceedings of the 33rd annual conference of the mathematics education research group of Australasia) (pp. 210–217). Fremantle: MERGA.
Hoyles, C., Wolf, A., Molyneux-Hodgson, S., & Kent, P. (2002). Mathematical skills in the workplace. Final report to the Science, Technology and Mathematics Council. Foreword and executive summary. London: Institute of Education, University of London; Science, Technology and Mathematics Council.
Kieran, C., & Guzma’n, J. (2005). Five steps to zero: Students develo** elementary number theory concepts when using calculators. In W. J. Masalski & P. C. Elliott (Eds.), Technology-supported mathematics learning environments (pp. 35–50). Reston: National Council of Teachers of Mathematics.
Laborde, C., Kynigos, C., Hollebrands, K., & Straesser, R. (2006). Teaching and learning geometry with technology. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 275–304). Rotterdam: Sense Publishers.
Niss, M., Blum, W., & Galbraith, P. (2007). Introduction. In W. Blum, P. Galbraith, H. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education: The 14th ICMI study (pp. 3–32). New York: Springer.
OECD. (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: OECD.
Steen, L. (2001). The case for quantitative literacy. In L. Steen (Ed.), Mathematics and democracy: The case for quantitative literacy (pp. 1–22). Princeton: National Council on Education and the Disciplines.
Stillman, G. (2007). Implementation case study: Sustaining curriculum change. In W. Blum, P. L. Galbraith, H.-W. Henn, M. Niss (Eds.), Modelling and applications in mathematics education (Vol. 10, pp. 497–502). Springer, US.
Straesser, R. (2007). Didactics of mathematics: More than mathematics and school! ZDM, 39(1), 165–171.
Villarreal, M., Esteley, C., & Mina, M. (2010). Modeling empowered by information and communication technologies. ZDM-The International Journal of Mathematics Education, 42(3), 405–419.
Zevenbergen, R. (2004). Technologizing numeracy: Intergenerational differences in working mathematically in new times. Educational Studies in Mathematics, 56(1), 97–117.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Geiger, V. (2013). Mathematical Applications, Modelling and Technology as Windows into Industry Based Mathematical Practice. In: Damlamian, A., Rodrigues, J., Sträßer, R. (eds) Educational Interfaces between Mathematics and Industry. New ICMI Study Series, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-02270-3_27
Download citation
DOI: https://doi.org/10.1007/978-3-319-02270-3_27
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-02269-7
Online ISBN: 978-3-319-02270-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)