ALAN H. SCHOENFELD The University of California, Berkeley
In broad terms, this chapter deals with the following question: How might technology be harnessed (or directed) over the next few decades to improve the teaching of mathematics in particular, and higher order thinking skills in general?
The first section begins with an exploration of which aspects in mathematics (and to some degree other fields) may be important to teach over the next few decades, and an explanation of the reasons for focusing on higher order thinking skills. The second section deals with the general potential of technology and some of the ways that technology can be used to support and enhance human cognition. In the third section I discuss the current plans of the Berkeley Functions Group (see acknowledgments), which is in the process of developing a computer-based tutor for the discipline-specific and metacognitive aspects of cognition in relation to functions and graphing.
Readers who are comfortable with the "process rather than product" perspective and believe in the importance of such things as heuristics, metacognition,