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Author:   Johann Engelbrecht ,  Greg Oates ,  Marcelo de Carvalho Borba
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
ISBN:  

9783031828362

ISBN 10:   3031828364
Pages:   406
Publication Date:   17 April 2025
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Chapter 1. Social Media in the Changing Mathematics Classroom.- Part I. The Evolution of the Use of Social Media.- Chapter 2. Social Media: A Transformative Tool in Mathematics Education in the 21st Century.- Chapter 3. Artificial Intelligence and Social Media in Mathematics Education.- Chapter 4. Facebook in Mathematics Education: Insights from a Research Group’s Practice.- Chapter 5. Conversation on Evolution of Students’ Problem-Solving Experiences in a Learning Environment combining Classroom Teaching and Asynchronous Forums.- Part II. Students and Social Media.- Chapter 6. Investigating Student Participation in a Course-Accompanying Forum in Linear Algebra and its Relation to Course Grades.- Chapter 7. The Mathematical Network: Exploring Cultural and Epistemological Dimensions of Leveraging Social Media in Mathematics Education.- Chapter 8. Students' Insights on learning Mathematics via the WhatsApp Social Network.- Part III. Teachers and Social Media.- Chapter 9. Teachers' Points of View on teaching High-School Mathematics via the WhatsApp social Network.- Chapter 10. Utilizing Social Media to publicize aesthetic Mathematical Experiences in a Pre-Service Teacher Education Program.- Chapter 11. Facing The Challenge of inclusive Mathematics Education: An Analysis based on dialogic Learning and Social Media in Mathematics Teacher Education Settings.- Chapter 12. Examining Gender Differences in Teachers’ Use of Facebook: Looking to eliminate Gender Gaps in Teacher Professional Development.- Part IV. Videos and Video Social Media sites in Mathematics Education.- Chapter 13. Youtube Videos by a Renowned Mathematician as a Content Resource in a Flipped Class on Algebraic Geometry: An Exploratory Case Study in Graduate Mathematics Education.- Chapter 14. Perceptions of Youtube Tutorials - Do they Complement or Replace the Mathematics Classroom?.- Chapter 15. An Exploration of Korean Citizens’ Debates about Mathematics Problems in Youtube Shorts.- Chapter 16. Mathematical Narratives on Youtube: Festival of Digital Videos and Scientific Live Streams within a Research Group Channel.

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Author Information

Johann Engelbrecht is a professor of mathematics education at the University of Pretoria, South Africa. As a researcher, his international involvement includes membership of conference scientific committees, research papers and joint research projects with colleagues in many countries. Recently, his main work is in blended and online learning. He has also been the guest editor for several international journal special issues. Greg Oates is an associate professor of mathematics and teaches Mathematics Education for pre-service teachers at the University of Tasmania, Australia, where he is the Associate Head of Learning and Teaching (AHLT) for the School of Education. His research interests include the integration of technology into mathematics curricula and the use of technology for active student-centred learning and assessment to promote peer-interaction in mathematics. Marcelo C. Borba is a professor of the graduate program of Mathematics Education of UNESP (State University of São Paulo) Rio Claro, Brazil with 100 PhD candidates. He researches the use of digital technology in mathematics education, mathematical video produced by teachers and students, online distance education, ethno-mathematics and critical mathematics education.

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