Nowadays, digital tools for mathematics education are sophisticated and widely available. These tools offer important opportunities, but also come with constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher’s didactical goals and the tool’s affordances. From the perspective of Realistic Mathematics Education (RME), this challenge concerns both guided reinvention and didactical phenomenology. In this chapter, this dialectic relationship will be addressed through the description of two particular cases of using digital tools in Dutch mathematics education: the introduction of the graphing calculator (GC), and the evolution of the online Digital Mathematics Environment (DME). From these two case descriptions, my conclusion is that students need to develop new techniques for using digital tools; techniques that interact with conceptual understanding. For teachers, it is important to be able to tailor the digital tool to their didactical intentions. From the perspective of RME, I conclude that its match with using digital technology is not self-evident. Guided reinvention may be challenged by the rigid character of the tools, and the phenomena that form the point of departure of the learning of mathematics may change in a technology-rich classroom.
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In January 2008 the online photo-hosting site Flickr introduced a new section entitled The Commons. Its two key goals were to show the hidden treasures in the world’s public photography archives to the general public and to give Flickr community members the opportunity to contribute and describe these photos in order to enrich these collections. Surprisingly enough, little empirical research has been done on the actual usage of The Commons by the institutes and Flickr members. In our research we harvested a rich data sample over a 14-week period: 196,822 photos with user-generated content of 1.3 million tags, almost 130,000 comments and more than 22,000 notes. In total, 165,401 members from 188 different countries actively “did something” with the photos. This presentation will analyze this large data sample. In addition to the quantitative findings, we will discuss the qualitative findings regarding the content analysis of tags and comments.
This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collecting information to inspire further project development and implementation strategies. We conclude by summarising the lessons learned and providing recommendations for improved and extended use and further dissemination of the project results and facilities.
Post-earthquake structural damage shows that wall collapse is one of the most common failure mechanisms in unreinforced masonry buildings. It is expected to be a critical issue also in Groningen, located in the northern part of the Netherlands, where human-induced seismicity has become an uprising problem in recent years. The majority of the existing buildings in that area are composed of unreinforced masonry; they were not designed to withstand earthquakes since the area has never been affected by tectonic earthquakes. They are characterised by vulnerable structural elements such as slender walls, large openings and cavity walls. Hence, the assessment of unreinforced masonry buildings in the Groningen province has become of high relevance. The abovementioned issue motivates engineering companies in the region to research seismic assessments of the existing structures. One of the biggest challenges is to be able to monitor structures during events in order to provide a quick post-earthquake assessment hence to obtain progressive damage on structures. The research published in the literature shows that crack detection can be a very powerful tool as an assessment technique. In order to ensure an adequate measurement, state-of-art technologies can be used for crack detection, such as special sensors or deep learning techniques for pixel-level crack segmentation on masonry surfaces. In this project, a new experiment will be run on an in-plane test setup to systematically propagate cracks to be able to detect cracks by new crack detection tools, namely digital crack sensor and vision-based crack detection.
