Conceptualising, Implementing and Evaluating the Use of Digital Technologies to Enhance Mathematical Understanding: Reflections on an Innovation–Development Cycle

Student Engagement with Technology-Enhanced Resources in Mathematics in Higher Education: A Review

“…It is interesting to note that a number of these studies (see Table 4), which did not purport to examine student engagement with technology, considered engagement in terms of motivation or satisfaction [56,102,103]. However, it is not always clear whether the technology affordances or the change in pedagogical practices contributed to these benefits [81].…”

“…These affordances have been evidenced in the literature on mathematics education technology in higher education [56,80,103,105,115]. In addition, many of these researchers have identified benefits that enhance students' mathematical learning, that do not necessarily fall under a pragmatic or an epistemic category, such as enhancing the student learning experience [56,103,105]. Table 4 contains a list of the benefits of using technology in mathematics education categorised under the headings of pragmatic, epistemic and other, as found in mathematics education research studies.…”

“…Technology brings pragmatic efficiencies by increasing the speed and accuracy of computations and epistemic value when they help advance students' understanding of mathematical concepts [114] (p. 248). These affordances have been evidenced in the literature on mathematics education technology in higher education [56,80,103,105,115]. In addition, many of these researchers have identified benefits that enhance students' mathematical learning, that do not necessarily fall under a pragmatic or an epistemic category, such as enhancing the student learning experience [56,103,105].…”

“…Students reported technical, usability and access issues that prevented them using certain technologies [28,56,104,113]. For example, ease of use was a factor that contributed to students selecting Desmos technology over GeoGebra in the Thomas et al study [55].…”

“…Within mathematics education research, there is also evidence to suggest that student engagement and the use of technology impacts on learning [3,31,51,52]. Studies on the use of specific technologies in mathematics education have highlighted benefits of student engagement with technologies such as mobile apps [46]; innovative digital tools, i.e., GeoGebra and Desmos [55]; tablets and screencasts [56]; flipped classroom [50]; and online environments [57]. In addition, engagement in mathematics and science has been shown to foster long term participation in STEM [3] (p. 5).…”