An important question in considering the introduction of ewtechnologies inmathematics curricola is that of their effectiveness in enhancing (or damaging) the real capabilities of students. To answer this question the paper sketches a theoretical framework, which frames the new technologies for mathematics as representational infrastructures: as such, they are analysed both as cultural semiotic systems and ascognitive energizers. The two concepts allow to define suitable adequacy criteria for testing the new technologies in the classroom. A teaching-learning environment integrated with technology is described as a concrete realisation of a technologicaloriented Italian curriculum. An example of how learning can happen in this environment is described and a few final comments are drawn with respect to some questions asked in the Discussion Document of ICMI Study 17.
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