Mathematical Teaching and Learning Environment Mediated by ICT

Introduction This paper presents a theoretical framework we draw on when designing and developing ICT-based systems for mathematics learning and teaching. Over recent years there has been increasingly widespread debate over the mediation role that ICT-based systems can play within mathematics education. For some time research in this field has focused either on mathematics teaching on the one hand or on mathematics learning on the other The experience of CAI (Computer Aided Instruction) focused on the contents to be learned and on transmission methods, assigning the computer the role of mediator in the transmission and presentation of mathematical contents and concepts. Later, criticism of the transmissive approach together with the development of more advanced technologies shifted the focus towards more constructive applications of computer technology in didactical practice. The idea of the learner-centred approach was developed: students were seen as being active players in the construction of their mathematical knowledge Computer assisted learning (CAL), which is still a significant element in present-day education, has focused on the construction of highly interactive systems based on microworlds. These systems incorporate a domain of mathematical knowledge that the students can explore through interaction with the primitives present in the system interface. These systems are no longer created for transmitting content, but rather for supporting student learning processes; learning is seen as the outcome of student-The cultural-historical frameworks inspired by the work of Vygotskij highlighted the necessity within all educational activities to intertwine teaching and learning processes (Bartolini Bussi M. G., 1994). The links between these two processes is to be found in what Vygotskij defines as