The Fifth International Conference on Technology in Mathematics Teaching (ICTMT 5)
will be held at the University of Klagenfurt; Aug 6-9, 2001.
It is the plan of the organizers, to structure the submitted more lecture type papers into strands which each have a renowned speaker as a leading "figure".
Moreover, to offer a plenty of discussion and group work, there will be a number of special groups and working groups organized.

Schedule and abstracts

Plenary session: Jean Flower

Interactive web-based resources and a new perspective on algebra and geometry

We are convinced that some CHANGES in mathematics learning and teaching are necessary to give students more benefit from mathematics for their future life. We are also convinced that new technologies will give us the opportunity to move in this direction. In strand 4 we discuss such CHANGES while using the most important technological tools DGS and CAS (shortened in the following to: DaC). These consist of:

• CHANGES in the contents of mathematics,
• CHANGES in curricula,
• CHANGES in teaching styles and the method of teaching
• CHANGES in the way students learn
• CHANGES in concept formation
• CHANGES in assessment,
• CHANGES in working styles,
• .....

Strand 4 addresses especially the following questions:

• Contents of Geometry and Algebra

• Concept formation

With DaC, teachers can take new approaches to concept formation. Can these result in students gaining better understanding? What are the new difficulties? Will DaC give us an opportunity to make a better relationship between algebra and geometry?

• Integration into the curriculum

For which students, and when, is it appropriate to introduce DaC? What are the benefits and the obstacles of an early use of DaC? What are the "by hand" skills which should be retained?

• Mathematical working styles

Will mathematical working styles change through the use of DaC?. Will this just be at the symbolic level, or will it effect graphical and numerical aspects. What is the relationship between working on the computer and working with paper and pencil?

• Assessment

How will the means of assessment need to change when using DaC? Do we need new styles of test problems? Can traditional problems be modified for the "new" tests? Should DaC be allowed for every test?

Of course there are already a lot of proposals and suggestions for changes while using DaC: Reducing the complexity of hand-held calculations, giving more importance to experimental working, emphasising the modelling process and the interpretation of results - not "only" carrying out calculations, changes in assessment.....

The goal of this workshop or strand is, to give an overview of the existing proposals for changes and to disseminate expected changes in algebra and geometry to teachers, math educators and administrators.

We are also interested in a close relationship of our strand to the discussion group for the 21th ICMI Study "The Future of the Teaching and Learning of Algebra".

Schedule and abstracts