The ReMath Project attempted to address the problem of wide-ranging dissatisfaction with the state of Mathematics Education in Europe and the weak impact of R&D work on using ICT for its improvement. Theoretical frameworks emerging from state-of-the-art research on learning mathematics with digital media are fragmented and involve assumptions bound to the specific contexts from which they emerged. This has greatly weakened the impact of these frameworks on cognitive theory and practice. It has also weakened the impact of digital media on mathematical teaching and learning in schools.

The ReMath Project set out to develop Integrated Theoretical Framework on the use of digital media to represent mathematical ideas and generate mathematical meanings. This framework was based on experience on the cycle of design, development and use of digital media gained within the project.

This process included the following activities:

• The development of six new state-of-the-art Dynamic Digital Artefacts (DDAs) for representing mathematical concepts.

• The development of thirteen context-sensitive Pedagogical Plans for the educational use of the DDAs.

• The carrying out of empirical research in realistic educational contexts. The DDAs and Pedagogical Plans were put to use. A cross-case analysis emerged from cross-experimentation method involving each team engaging in research both with the tool they developed and with another developed by a different team.

• The design and use of a web-based space (Math.Di.L.S) for collaboration, for addressing the wider public. The space was also used as a repository containing productions and other materials.

ETL's Activities:

In the ReMath Project ETL has mainly worked in:

1. The pedagogical design and development of the MachineLab 3D authoring system and the MachineLab products such as MaLT, a 3D Turtleworlds environment that that allows the creation, exploration and dynamic manipulation of 3d geometrical objects.

2. The pedagogical design of Cruislet, a digital medium based on GIS (Geographic Information Systems) technology designed for mathematically driven navigations in virtual 3d geographical spaces.

3. The development of context-sensitive Pedagogical Plans for the educational use of the MaLT and Cruislet DDAs, as well as for the MoPiX DDA, developed by London Knowledge Lab (LKL), UK.

4. The carrying out of empirical research in real classrooms for the implementation of MaLT, Cruislet and MoPiX Pedagogical Plans.

5. The cross-analysis of the data to further support the construction of the Integrated Theoretical Framework and provide evidence for the "distances" between Constructionism and Social Mediation and Constructionism and the Theory of Didactic Situations.

English

French