This book brings together ideas from experts in cognitive science,
mathematics, and mathematics education to discuss these issues and to
present research on how mathematics and its learning and teaching are
evolving in the Information Age. Given the ever-broadening trends in
Artificial Intelligence and the processing of information generally, the
aim is to assess their implications for how math is evolving and how
math should now be taught to a generation that has been reared in the
Information Age. It will also look at the ever-spreading assumption that
human intelligence may not be unique--an idea that dovetails with
current philosophies of mind such as posthumanism and transhumanism. The
role of technology in human evolution has become critical in the
contemporary world. Therefore, a subgoal of this book is to illuminate
how humans now use their sophisticated technologies to chart cognitive
and social progress.
Given the interdisciplinary nature of the chapters, this will be of
interest to all kinds of readers, from mathematicians themselves working
increasingly with computer scientists, to cognitive scientists who carry
out research on mathematics cognition and teachers of mathematics in a
classroom.