Abstract

Everything's possible. That's what we learn every day by extrapolating our experience with computer technology. At the same time, it seems that we do not really know what the implications to teaching and learning mathematics at all levels are. How can we handle the ubiquitous availability of powerful hardware and software?

The technology has a huge impact on learning and assessment: We must find out what students still have to learn and how can we (or they) assess their progress. This involves not only tools (software) and resources (content), but also the way they are used. I would like to give an impression on how concepts from software development can complement the theoretical basis and can help to design the learning process in mathematics. We must change the perspective on technology in teaching from the technology to the actors. I will show how user stories, design patterns, refactoring and unit testing can complement the theory of instrumental orchestration (Trouche/Drijvers).

Links

Slides (PDF)