Edited by Glendon W. Blume and M. Kathleen Heid
This volume features descriptive cases that provide accounts of the development of technology-intensive curricula and tools. In these cases the writers describe and analyze various roles that research played in their development work and ways in which research, curriculum development, and tool development can inform each other. Authors of these cases are experts in their fields who have conducted seminal research in coordination with the development of curriculum materials and technological tools. These thoughful descriptions and analyses will provide documentation of how this process can and does occur. The remaining chapters in this volume address research-related issues and perspectives on the use of technology in the teaching and learning of mathematics. An inital chapter describes an emerging area: research on the teaching and learning of data analysis and statistics, particularly in the context of technology. Other perspectives chapters address issues that cut across the chapters in both volumes--issues such as the role of representation in technology-based mathematics learning, theoretical bases for the development of facility with mathematics technology, principles for tool development, the role of teacher education, and the policy implications for research presented in these volumes are lessons about teaching and learning that can be applied more broadly than solely in technoogical settings.