Communication When Learning and Teaching Mathematics with Technology

Abstract

In this chapter the role of technology in supporting interactions between students, between students and teachers and between students and technology is investigated. The way that interactions in the presence of technology support the development of different types of mathematical knowledge-conceptual, procedural and metacognitive knowledge-is also considered. These considerations led to our investigation of different types of technology specific to mathematics education and the type of communication supported by these technologies. We developed the distinction between 'communication through technology' (e.g. through use of social networks to work collaboratively on problems), 'communication with technology' (e.g. syntax entry to obtain a result), and 'communication of technology displays' (e.g. when technology displays are used as a stimulus for communication). Opportunities for the development of students' knowledge are discussed from the perspectives of the different types of communication and collaboration enabled through the presence of technology in mathematics education.