[Cabrinews] 1. posizione del NCTM

[Ornella Robutti]

Gentili colleghi, a contributo del dibattito scatenato dal collega 
Israel, vi mando in successione tre documenti:
1. la posizione del NCTM sull'uso delle tecnologie nell'insegnamento e 
apprendimento della matematica
2. la posizione dell'UMI da Matematica 2001 (gia' nota a molti)
3. i risultati del confronto di 600 partecipanti su invito al Primo 
Forum Mondiale sull'Insegnamento e le Tecnologie (trasversale, quindi 
non solo riguardante la matematica).

NCTM sta per National Council of Teachers of Mathematics ed e' 
l'associazione americana degli insegnanti di matematica.
Ecco la sua posizione (marzo 2008) sull'uso delle tecnologie:

*The Role of Technology in the Teaching and Learning of Mathematics *

A Position of the National Council of Teachers of Mathematics

*Question *

What is the role of technology in the teaching and learning of mathematics?

*NCTM Position *

Technology is an essential tool for learning mathematics in the 21st 
century, and all schools must ensure that all their students have access 
to technology. Effective teachers maximize the potential of technology 
to develop students' understanding, stimulate their interest, and 
increase their proficiency in mathematics. When technology is used 
strategically, it can provide access to mathematics for all students.

Calculators and other technological tools, such as computer algebra 
systems, interactive geometry software, applets, spreadsheets, and 
interactive presentation devices, are vital components of a high-quality 
mathematics education. With guidance from effective mathematics 
teachers, students at different levels can use these tools to support 
and extend mathematical reasoning and sense making, gain access to 
mathematical content and problem-solving contexts, and enhance 
computational fluency. In a well-articulated mathematics program, 
students can use these tools for computation, construction, and 
representation as they explore problems. The use of technology also 
contributes to mathematical reflection, problem identification, and 
decision making.

The use of technology cannot replace conceptual understanding, 
computational fluency, or problem-solving skills. In a balanced 
mathematics program, the strategic use of technology enhances 
mathematics teaching and learning. Teachers must be knowledgeable 
decision makers in determining when and how their students can use 
technology most effectively. All schools and mathematics programs should 
provide students and teachers with access to instructional technology, 
including appropriate calculators, computers with mathematical software, 
Internet connectivity, handheld data-collection devices, and sensing 
probes. Curricula and courses of study should incorporate instructional 
technology in learning outcomes, lesson plans, and assessments of 
students' progress.

Programs in teacher education and professional development must 
continually update practitioners' knowledge of technology and its 
classroom applications. Such programs should include the development of 
mathematics lessons that take advantage of technology-rich environments 
and the integration of technology in day-to-day instruction, instilling 
an appreciation for the power of technological tools and their potential 
impact on students' learning and use of mathematics. All teachers must 
remain open to learning new technologies, implementing them effectively 
in a coherent and balanced instructional program. These tools, including 
those used specifically for teaching and learning mathematics, not only 
complement mathematics teaching and learning but also prepare all 
students for their future lives, which technology will influence every day.

March 2008

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ATTENTION PLEASE! THE SERVER OF THE DEPARTMENT DOES NOT WORK VERY WELL. BE SURE THAT I RECEIVE YOUR MESSAGES.

Prof. Ornella Robutti

Dipartimento di Matematica
Università di Torino
Via Carlo Alberto,10
10123 TORINO
Tel. 0116703492 Fax. 0116702878