Hyper-learning from hyper-teaching: what might the future hold for learning mathematics from & with electronic screens?

John Mason


Traditionally, mathematics has been learned through learners manipulating the content of their mental screens (mental imagery). When the situation became complicated, devices were found to augment and support the mental screen, holding some aspects invariant while transformations and anticipations were experienced and performed mentally. Now electronic escreens further augment, but threaten to overwhelm, our mental screens. In this paper different modes of interaction with e-screens are outlined, and attention is drawn to the discipline required to use them effectively. Questions are raised about how e-screens could alter what we mean by learning mathematics, at least for the majority.

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