Tools, instruments, resources and artefacts in Mathematics Education

PDF (ελληνικά)
Published: Dec 18, 2023
Keywords:
tool artefact resource instrument corpus linguistics prototype theory
Marinos Anastasakis
Πανεπιστήμιο Κρήτης
https://orcid.org/0000-0002-5281-663X
Eleni Vasilaki
Πανεπιστήμιο Κρήτης
Abstract

Although tool as a concept has significantly influenced Mathematics Education, the scientific community does not seem to agree on the meaning of the term tool and other related terms that are widely used in the literature such as artefact, instrument and resource. In order to identify the meaning attributed to each term by Greek researchers, a corpus of 1,500,000 words was created from the conference proceedings of the Greek Association of Researchers in Mathematics Education (2005-2022) and corpus linguistics methods were applied. Results were interpreted according to Prototype Theory which accepts the existence of hierarchies in the organization of knowledge in semantic memory.

Article Details
  • Section
  • Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

 

 
Downloads
Download data is not yet available.
References
Adler, J. (2000). Conceptualising Resources as a Theme for Teacher Education. Journal of Mathematics Teacher Education, 3(3), 205-224. doi:10.1023/a:1009903206236
Brezina, V. (2018). Statistics in Corpus Linguistics. Cambridge University Press.
Cole, M. (1998). Cultural psychology: A once and future discipline. Harvard university press.
Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). Cambridge University Press.
Engeström, Y. (1990). When is a tool? Multiple meanings of artifacts in human activity. In Y. Engeström (Ed.), Learning, working and imagining: Twelve studies in activity theory (pp. 171-195). Helsinki: Orienta-Konsultit Oy.
Engeström, Y. (2015). Learning by expanding (Second ed.). New York: Cambridge University Press.
Engeström, Y. (2016). Studies in expansive learning: Learning what is not yet there. Cambridge University Press.
Eysenck, Μ. & Brysbaert, Μ. (2022) Βασικές Αρχές Γνωστικής Ψυχολογίας. Επιμέλεια: Ε. Βασιλάκη & Ε. Λυπουρλή. Αθήνα: Εκδόσεις Gutenberg
Firth, J. (1957). A synopsis of linguistic theory, 1930-1955. In Studies in Linguistic Analysis, special volume of the Philological Society (pp. 1-31). Oxford: Blackwell.
Guin, D., & Trouche, L. (1998). The complex process of converting tools into mathematical instruments: The case of calculators. International Journal of Computers for Mathematical Learning, 3, 195-227.
Hoyles, C., & Lagrange, J.-B. (Eds.). (2010). Mathematics Education and Technology-Rethinking the Terrain. Boston, MA: Springer US.
Hunston, S. (2002). Corpora in Applied Linguistics. Cambridge: Cambridge University Press.
Imao, Y. (2019). CasualConc (Version 2.1.2). Retrieved from Retrieved from https://sites.google.com/site/casualconc/
Impedovo, M. A., Andreucci, C., & Ginestié, J. (2017). Mediation of artefacts, tools and technical objects: an international and French perspective. International Journal of Technology and Design Education, 27(1), 19-30. doi:10.1007/s10798-015-9335-y
Inglis, M., & Foster, C. (2018). Five Decades of Mathematics Education Research. Journal for Research in Mathematics Education, 49(4), 462-500. doi:10.5951/jresematheduc.49.4.0462
Kaptelinin, V., & Nardi, B. A. (2006). Acting with technology: Activity theory and interaction design. MIT press.
Kidwell, P. A., Ackerberg-Hastings, A., & Roberts, D. L. (2008). Tools of American Mathematics Teaching, 1800–2000. Baltimore: Johns Hopkins University Press.
Laborde, C., & Sträßer, R. (2010). Place and use of new technology in the teaching of mathematics: ICMI activities in the past 25 years. ZDM, 42(1), 121-133. doi:10.1007/s11858-009-0219-z
Leontiev, N. (1981). Problems of the development of the mind. Moscow: Progress Publishers.
Lukin, A. (2019). War and Its Ideologies. Singapore: Springer Singapore. doi:10.1007/978-981-13-0996-0
Margolis, E., & Laurence, S. (1999). Concepts: Core Readings. MIT Press.
Markauskaite, L., & Goodyear, P. (2017). Epistemic Tools and Artefacts in Epistemic Practices and Systems. In Professional and Practice-based Learning: Epistemic Fluency and Professional Education (pp. 233-264). Dordrecht: Springer Netherlands. doi:10.1007/978-94-007-4369-4_9
McDonald, G., Le, H., Higgins, J., & Podmore, V. (2005). Artifacts, Tools, and Classrooms. Mind, Culture, and Activity, 12(2), 113-127. doi:10.1207/s15327884mca1202_3
McEnery, T., & Hardie, A. (2012). Corpus linguistics: Method, theory and practice. Cambridge University Press.
Monaghan, J., Trouche, L., & Borwein, J. M. (2016). Tools and Mathematics. Cham: Springer International Publishing. doi:10.1007/978-3-319-02396-0
Roberts, D. L., Leung, A. Y. L., & Lins, A. F. (2012). From the Slate to the Web: Technology in the Mathematics Curriculum. In Third International Handbook of Mathematics Education (pp. 525-547). New York, NY: Springer New York. doi:10.1007/978-1-4614-4684-2_17
Rosch, E., Mervis, C. B., Gray, W. D., Johnson, D. M., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 8(3), 382-439. doi:10.1016/0010-0285(76)90013-x
Säljö, R. (1996). Mental and physical artifacts in cognitive practices. In P. Reiman & S. Hans (Eds.), Learning in humans and machines: towards an interdisciplinary learning science (pp. 83-95). London, UK: Pergamon Press.
Sfard, A., & McClain, K. (2002). Guest Editor’s Introduction: Analyzing Tools: Perspectives on the Role of Designed Artifacts in Mathematics Learning. Journal of the Learning Sciences, 11(2-3), 153-161. doi:10.1080/10508406.2002.9672135
Smith, E. E., Osherson, D. N., Rips, L. J., & Keane, M. (1988). Combining prototypes: A selective modification model. Cognitive science, 12(4), 485-527.
Tanaka, J. W., & Taylor, M. (1991). Object categories and expertise: Is the basic level in the eye of the beholder. Cognitive Psychology, 23(3), 457-482. doi:10.1016/0010-0285(91)90016-h
Taylor, J. R. (1995). Linguistic Categorization. Oxford: Clarendon Press.
Verillon, P., & Rabardel, P. (1995). Cognition and artifacts: A contribution to the study of though in relation to instrumented activity. European journal of psychology of education, 77-101.
Vygotsky, L. (1987). The Collected Works of L. S. Vygotsky (Volume 1): Problems of General Psychology, Including the Volume Thinking and Speech. Boston, MA: Springer. doi:10.1007/978-1-4613-1655-8
Wartofsky, M. W. (1979). Perception, representation, and the forms of action: Towards an historical epistemology. In A portrait of twenty-five years (pp. 215-237). Springer. doi: 10.1007/978-94-009-5345-1_16
Wertsch, J. V. (1998). Mind as action. Oxford university Press.
Γούτσος, Δ., & Φραγκάκη, Γ. (2015). Εισαγωγή στη γλωσσολογία σωμάτων κειμένων. Αθήνα: Σύνδεσμος Ελληνικών Ακαδημαϊκών Βιβλιοθηκών.