In this paper, we briefly examine how digital technologies are included in the curriculum guidelines of two countries in Europe (Italy and Portugal) and two in Latin America (Colombia and Mexico) and present four examples of how technology can be very differently used to address the topic of congruence and similarity of figures at middle school level. This work is part of a cross-national study in which we focused on the factors affecting digital technology (DT) integration in mathematics education. The aim of this paper, which is not a research paper and is far to be comprehensive or generalizable, is to provide insights into the challenges of DT integration in mathematics education, drawing the attention of the readers to the impact and limitations that various factors can have on it.
Addressing the Congruence and similarity of figures with technology: A cross-national comparison.
Eleonora Faggiano;
2024-01-01
Abstract
In this paper, we briefly examine how digital technologies are included in the curriculum guidelines of two countries in Europe (Italy and Portugal) and two in Latin America (Colombia and Mexico) and present four examples of how technology can be very differently used to address the topic of congruence and similarity of figures at middle school level. This work is part of a cross-national study in which we focused on the factors affecting digital technology (DT) integration in mathematics education. The aim of this paper, which is not a research paper and is far to be comprehensive or generalizable, is to provide insights into the challenges of DT integration in mathematics education, drawing the attention of the readers to the impact and limitations that various factors can have on it.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
