Abstract
I analyze a simple classroom situation in which students in a mathematics classroom use a computer application to engage in a mathematical activity. The technology allowed the students to engage in deeper mathematical thinking than was previously possible, but this depth went unappreciated because of the institutional socialization of the teacher to evaluate the students quantitatively based on content rather than qualitatively based on critical thinking. New digital technology has made possible a reconceptualization of what it means to do and to learn mathematics. These changes in technologies, however, do not align with the expected requirements of teaching. This chapter looks at evaluation of mathematical knowledge by a teacher as a sociopolitical issue, for new developments in digital technology have made some perennial challenges, such as evaluation, more pronounced.
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Notes
- 1.
Justinian, Digest, 1.1.10 (AD 530–533): Iustitia est. constans et perpetua voluntas ius suum cuique tribuendi ([The virtue of] justice is the constant and perpetual will to render to each his due.) See also first sentence of Justinian, Institutes (AD 535).
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Chorney, S. (2018). Digital Technology in Teaching Mathematical Competency: A Paradigm Shift. In: Kajander, A., Holm, J., Chernoff, E. (eds) Teaching and Learning Secondary School Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-92390-1_24
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