After a PHD in Mathematical Logics and mathematical research in that area, Michèle Artigue progressively entered the field of research in mathematics education, thanks to her involvement in the activities of research, innovation and teacher training developed at the Institute of Research in Mathematics Education at the University Paris 7. Beyond theoretical contributions on the relationships between epistemology and didactics, her main research areas have been the teaching and learning of mathematics at university level. She is currently full professor at the Mathematics Department at the University Paris Diderot - Paris 7. She became President of the International Commission on Mathematics Instruction in January 2007.
Science, mathematics and ICT
Information and communication technologies provide today powerful tools for supporting the development of inquiry-based practices in mathematics and science education, and for their dissemination. Nevertheless, along the last decades we have also learnt that the actualization of the educational potential of ICT is not something easy. The Fibonacci project faces thus important challenges regarding ICT. In this contribution, using some insightful examples, I will examine the lessons we can draw from the huge amount of existing research and innovative work for meeting these challenges.
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