Online mathematics programs and the figured world of primary school mathematics in the digital era

Darragh, Lisa; Franke, Nike

doi:10.1007/s13394-021-00384-9

Cited by 13 publications

(4 citation statements)

References 33 publications

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“…I drew from two data sources within a wider study. The first was the responses of school leaders of mathematics to a survey which asked about their rationale for using OMIPs (see also Darragh & Franke, 2021). The second source was a discursive analysis of the public websites of the four most popular OMIPs, as found in the survey.…”

Section: Methodsmentioning

confidence: 99%

'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools

Darragh

2021

nzaroe

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Internet access and the availability of digital devices in the classroom have grown exponentially. Correspondingly, we have online platforms for learning mathematics that are subscription-based and available for schools or individuals to purchase. Research in mathematics education tends to focus on the benefits to teaching and learning afforded by digital technology, while less attention is given to the implications of having commercial applications in our mathematics classrooms, and their considerable cost. This paper reports on a study of online mathematics instructional programmes in primary schools of New Zealand. Data sources include a survey sent to mathematics leaders of all primary schools, and a discursive analysis of the websites of the most commonly used instructional programmes. There was an obvious similarity found between the promises of the websites and the rationales expressed by school leaders for using the programmes, suggesting that schools are succumbing to the seductive promises of these commercial programmes. It is argued that we need to further examine the implications of using such programmes in our mathematics classrooms, especially in the context of profit-making inside public education.

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Section: Methodsmentioning

confidence: 99%

'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools

Darragh

2021

nzaroe

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“…Around 10% of students had no access to digital devices such as desktop or laptop computers or tablets, whereas over 40% needed to share their use with other family members (Ng et al, 2020). Researchers must take care of other concerns to conduct online assessments and data collection smoothly (Darragh & Franke, 2021).…”

Section: Benefits and Challenges Of Zoom Online Assessments (Rq3)mentioning

confidence: 99%

How to use Zoom to collect data in mathematics educational research: A case study in assessing students’ online mathematics learning

Fang

2023

Asian Journal for Mathematics Education

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During the COVID-19 pandemic, researchers faced challenges conducting data collection. However, emerging communication technologies, such as web-conferencing platforms, provided an alternative mode of data collection. Among these platforms, Zoom stands out for its functional affordances and unique features that support data collection methods, including screen-capturing, digital photography, drawing, polling, and artifact-based interviews, which attempt to reveal a child's viewpoint and ability. In this article, we explore the feasibility of using Zoom to conduct educational research by investigating the mathematical learning experience among 26 primary 1 and 2 students in Hong Kong on two topics—understanding time and addition and subtraction. Five mathematics teachers were recruited to participate in 2-month online workshops with assessments among three groups of students to understand the suitability for data collection. Based on teachers’ observations and students’ responses, our findings suggest that Zoom is a viable and effective tool for qualitative data collection. It offers a cost-effective method for researchers and educators to examine students’ mathematical performance in an online environment. We also investigate students’ perceptions of online assessment strategies, perceived usefulness of various Zoom functions, and explore the benefits and challenges teachers and students perceived throughout mathematical education using Zoom. However, several technical difficulties were encountered, such as the digital literacy gap and privacy concerns. Therefore, improving students’ digital literacy for remote learning and triangulation is important for online mathematical data collection and assessments.

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“…Ciri pembelajaran yang dimaksud adalah pembelajaran aktif dengan mendorong siswa untuk berinteraksi, penyelidikan, penyelesaian, hingga penarikan kesimpulan dari permasalahan yang diberikan (Blanton et al, 2017;Doorman, 2019). Salah satu model pembelajaran yang menarik untuk diterapkan yaitu model pembelajaran Resource Based Learning (RBL) dimana model pembelajaran ini mendorong siswa untuk mengumpulkan informasi sehingga akan muncul pemikiran kreatif secara bertahap bagi siswa (Choifah et al, 2022;Darragh & Franke, 2023;Hossein-Mohand et al, 2021;Pepin & Kock, 2021;Yaniawati et al, 2020). Melalui model RBL siswa diharapkan mampu menanggapi masalah yang diberikan, menemukan dan memilih informasi yang sesuai dengan pemikirannya, mengaplikasikan pemikiran yang kreatif saat menyelesaikan masalah dalam pembelajaran matematika.…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Resource Based Learning untuk Menstimulus Pemikiran Kreatif Matematis Siswa

Arifanti,

Raupu,

St. Zuhaerah

2023

JRHotsPM

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Penelitian yang melibatkan Resource Based Learning (RBL) dan pemikiran kreatif masih sangat minim dilakukan oleh peneliti. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan sejauhmana pembelajaran dengan model pembelajaran RBL efektif dalam meningkatkan kemampuan berpikir kreatif matematis dalam memecahkan masalah. Kami menggunakan metode dengan penelitian experiment dengan pendekatan kuantitatif untuk menjawab rumusan permasaahan. Instrumen penelitian ini berupa lembar observasi dan tes yang mengukur kemampuan berpikir kreatif siswa. Selanjutnya, data yang dikumpulkan dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa: (1) model RBL terlaksana dengan baik; (2) kemampuan berpikir kreatif matematis siswa yang menerapkan model RBL termasuk dalam kategori kreatif; dan model pembelajaran RPL efektif meningkatkan kemampuan berpikir kreatif siswa

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Online mathematics programs and the figured world of primary school mathematics in the digital era

Cited by 13 publications

References 33 publications

'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools

'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools

How to use Zoom to collect data in mathematics educational research: A case study in assessing students’ online mathematics learning

Penerapan Model Pembelajaran Resource Based Learning untuk Menstimulus Pemikiran Kreatif Matematis Siswa

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