Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

Abstract

The aim of this paper is to explore further an under-developed area -how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically-based resources to support mathematics learning across informal, nonformal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11-to 14-yearold pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of 'extended pedagogies' is introduced; implications are outlined.

Providing online STEM workshops in times of isolation

“…In contrast, for learning in informal settings, support is usually provided by parents, friends, or peers. In terms of structure and organisation, workshops of our study could be described as mostly nonformal learning and characterised by a structured design (Radović and Passey 2016;Tisza et al 2019). By conducting our non-formal or informal STEM workshops in the online space, specific challenges regarding the learning space and learning support arose.…”

Technology enhancing mathematics learning behaviours: Shifting learning goals from “producing the right answer” to “understanding how to address current and future mathematical challenges”

“…The conceptual basis of the ASSISTments system was that: BFormative assessment involves using data from students' independent work to give them helpful feedback and guidance while enabling the teacher to use the data to adjust instruction to meet students' learning needs^(p. 1). Radović and Passey's (2016) earlier study of the eZbirka system conceptualised the basis of the study in a similar way, by highlighting the shift in learning processes when digital technologies were involved in enhancing learning progress across informal, non-formal and formal learning environments. However, they applied a different methodological approach a comparative analysis at a strategic and pedagogical practice development level within two different education systems (one in the United Kingdom and the other in Serbia).…”

“…& The involvement of more informal settings and non-formal support to enhance formal activities can be provided through computer-supported learning scenarios. & In conclusion, the authors stated that: BIf this is the case, then this platform medium is taking an important step in moving concerns of pupils from 'the need to produce right answers' to 'the use of their issues to support their learning'^ (Radović and Passey 2016).…”

Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners

“…• Radović and Passey (2016) conceptualise the differences between formal, non-formal and informal learning through consideration of learning activities (teacher-directed, club/interest group initiated, initiated by individual or others), learning support (teacher, club/society community, parent/family/friends) and learning setting (school, club/society venue, home). "is non-didactic, highly collaborative, embedded in meaningful activity, and initiated by the learner's interest or choice (rather than resulting from external demands or requirements) and does not involve assessment external to the activity" (Rogoff et al 2016, p. 389).…”