Technology in Mathematics Education

Geiger, Vince; Forgasz, Helen; Tan, Hazel; Calder, Nigel; Hill, Janelle

doi:10.1007/978-94-6091-970-1_7

Cited by 23 publications

(11 citation statements)

References 27 publications

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“…In the previous RiMEA chapter on digital technologies (Geiger et al, 2012), the following issues were identified as foci for future research: How digital technologies influence learning trajectories The influence of digital technologies on developing mathematical dialogue and argumentation The role of digital technologies in promoting and enhancing social interaction within learning communities How digital technologies can be integrated into student-centred inquiry learning approaches The equity issues which emerge with the wide-spread deployment of digital technologies and how these can be addressed Many of these issues receive attention within the current review, along with new and emerging research themes. It might be expected that these themes were influenced by the process of curriculum reform associated with the advent of the Australian Curriculum, although some commentators, for example Goos (2012), raise concerns that this may have been a lost opportunity for the integration of digital technologies into mathematics classrooms.…”

Section: Introductionmentioning

confidence: 99%

Transformations of Teaching and Learning Through Digital Technologies

Geiger

Calder

Tan

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

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This chapter is a critical synthesis of research related to the transformations that take place when digital technologies are incorporated into teaching and learning practices. In developing this synthesis, research from all levels of education was reviewed with a focus on the opportunities digital technologies offer for cognitive, pedagogical, affective and professional change. The chapter is structured in alignment with Pierce and Stacey's (2010) map of pedagogical opportunities in which three dimensions for educational transformation were identified: tasks, classroom, and subject. A discussion of future directions for research into technology enhanced mathematics education concludes the review.

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Section: Introductionmentioning

confidence: 99%

Transformations of Teaching and Learning Through Digital Technologies

Geiger

Calder

Tan

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

Self Cite

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“…The rapid development of information and communication technology (ICT) in recent years has dramatically increased its availability in mathematics classrooms worldwide (Geiger et al, 2012;Lagrange & Kynigos, 2014). The wide availability of ICT, including computers, graphic calculators, versatile interactive software, and web-based applications, has fundamentally changed students' mathematical practices, such as ways of constructing and applying mathematics knowledge (Goos & Bennison, 2008;Jimoyiannis & Komis, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Relationships Among Pre-service Mathematics Teachers’ Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

Yang

Leung

2015

EURASIA J MATH SCI T

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This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and teaching, attitudes toward ICT, and beliefs about ICT use in mathematics education. Descriptive statistics, simple correlation analysis, and step-wise progression analysis were performed in the data analysis. The results indicate that pre-service mathematics teachers' dynamic belief about the nature of mathematics, constructivist belief about mathematics learning and teaching, and positive attitudes towards ICT are more likely to be correlated with their constructivist belief about ICT use. In contrast, their traditional beliefs about the nature of mathematics and its learning and teaching are more likely to be associated with their traditional beliefs about ICT use.

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“…The adoption of computers and calculators in mathematics classrooms has received much research attention in Australasia; less common is research incorporating gender as a variable-see Geiger et al (2012) for an overview of recent Australasian research. Technology (and ICT), like mathematics, is considered a male domain.…”

Section: Technologies For Mathematics Learningmentioning

confidence: 99%

Gender and Mathematics Education Revisited

Leder

2015

The Proceedings of the 12th International Congress on Mathematical Education

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Technology in Mathematics Education

Cited by 23 publications

References 27 publications

Transformations of Teaching and Learning Through Digital Technologies

Transformations of Teaching and Learning Through Digital Technologies

The Relationships Among Pre-service Mathematics Teachers’ Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

Gender and Mathematics Education Revisited

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