Innovative Uses of Digital Technology in Undergraduate Mathematics

Thomas, Mike; Hong, Ye; Oates, Greg

doi:10.1007/978-3-319-61488-5_6

Cited by 12 publications

(27 citation statements)

References 29 publications

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“…Often this may involve lecturer demonstration, or student use may be limited to assignments in computer laboratories, both focussed on learning. Pedagogical use in lectures, such as reported by Thomas, Hong and Oates ( 2017 ), where the focus is on lecturer activity is rarer. The research on the broad impacts of technology in schools alternates between leading and lagging classroom practices.…”

Section: The Approach Taken For the Surveymentioning

confidence: 99%

“…Another area where further investigation could ascertain possible benefits to the learning of mathematics would be how to harness the value of increasing connectivity of digital technology devices. One example, seen in Thomas, Hong and Oates ( 2017 ) is where the teacher used student smartphones to good effect. In this case the students and teacher employed KakaoTalk on a Social Network Service to send and receive messages and pictures via the screen of a smartphone, enabling immediate pedagogical feedback during an undergraduate class.…”

Section: Future Research Areasmentioning

confidence: 99%

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Teaching with digital technology

Clark-Wilson

Robutti

Thomas

2020

ZDM Mathematics Education

132

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In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic.

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Section: The Approach Taken For the Surveymentioning

confidence: 99%

Section: Future Research Areasmentioning

confidence: 99%

Teaching with digital technology

Clark-Wilson

Robutti

Thomas

2020

ZDM Mathematics Education

132

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“…For instance, instrumental orchestration (Trouche, 2004) is frequently used in CAS and dynamic geometry research; however, only one of the recent Australasian studies have used it i.e. Thomas, Hong and Oates (2017) in their examination of first year mathematics students' use of digital technologies. Other methodologies relatively prevalent in the field of using digital technologies in mathematics education are: design-based; socio-cultural, such as semiotic mediation; interpretative phenomenology and action research.…”

Section: Current Methodological Approaches In Technology Researchmentioning

confidence: 99%

“…There is a common theme concerning interventions proposed to bridge this gulf. Lake et al (2017) and Thomas, Hong, and Oates (2017), for example, focus on 'innovations' enabled using technology. One theme Thomas et al (2017) emphasise is teacher agency: teachers' choices are critical to the successful implementation of digital technologies.…”

Section: Continues To Existmentioning

confidence: 99%

“…Lake et al (2017) and Thomas, Hong, and Oates (2017), for example, focus on 'innovations' enabled using technology. One theme Thomas et al (2017) emphasise is teacher agency: teachers' choices are critical to the successful implementation of digital technologies. Similarly, regarding the use of Computer Algebra Systems (CAS), Tobin and Weiss (2016) argue a new curriculum is needed to take advantage of CAS, rather than simply adding CAS to the current curriculum.…”

Section: Continues To Existmentioning

confidence: 99%

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Teaching and Learning Mathematics with Digital Technologies

Attard

Calder

Holmes

et al. 2020

Research in Mathematics Education in Australasia 2016–2019

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This chapter provides a critical synthesis of research on technology-related classroom practice from the early years of schooling through to tertiary and initial teacher mathematics education. The synthesis considers ways in which research has explored the use of digital technologies through the three dimensions identified by Pierce and Stacey's map of pedagogical opportunity: mathematics content (subject), in classroom interactions (classroom), and through task design (task) (2010). The chapter also provides a synthesis of the research methodologies undertaken within the included studies. The review concludes with a discussion of emerging themes and a range of future directions for research into technology-related mathematics education.

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