Digital Technology in Mathematics Education: Research over the Last Decade

Borba, Marcelo de Carvalho; Aşkar, Petek; Engelbrecht, Johann; Gadanidis, George; Llinares, Salvador; Aguilar, Mario Sánchez

doi:10.1007/978-3-319-62597-3_14

Cited by 24 publications

(15 citation statements)

References 25 publications

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“…There are different kinds of e-learning activities. There are e-learning activities in which materials are provided for self-education (e.g., [6]) and also e-learning activities in virtual spaces able to host collaborative learning communities, organized in real learning groups, or in communities of practice [7], where each member increases their knowledge and skills by building them with the rest of the group, based on the cognitive problems typical of a given profession (e.g., [8,9]).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Teaching Mathematics at Distance: A Challenge for Universities

et al. 2020

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The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Teaching Mathematics at Distance: A Challenge for Universities

et al. 2020

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“…Three major issues debated nowadays in mathematics education (in addition to alternative views on pre-college curricula mentioned in Section 2) concern mathematical knowledge for teaching [50,51], the relationship between conceptual and procedural knowledge [52,53] and the use of digital technology [54,55]. This paper, written as the author's reflection on the use of Wolfram Alpha with elementary teacher candidates that found it conducive in uplifting their conceptual understanding of mathematics and in fostering skills in numeric and symbolic computations, contributes to this debate.…”

Section: Discussionmentioning

confidence: 99%

Using Wolfram Alpha with Elementary Teacher Candidates: From More Than One Correct Answer to More Than One Correct Solution

Abramovich

2021

Mathematics

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The paper is a reflection on the author’s work with students enrolled in undergraduate and graduate elementary mathematics content and methods courses. Two specific pedagogical issues make up the focus of the paper. The first issue deals with demonstrating to future teachers the diversity of mathematical ideas behind a contextual question asked by a second-grade pupil allowing for multiple solution strategies to be used in addressing the question. The second issue deals with the use of Wolfram Alpha in aiding different mathematical features of this demonstration. The paper is congruous with mathematics teaching standards used across six continents and illustrated by reflective comments of the author’s students regarding their mathematics teacher education experiences. Teaching ideas shared in the paper may be of interest to instructors who want to explore elementary mathematics in depth with teacher candidates.

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“…Research is being conducted to look at the effectiveness of the technology and teaching approaches that have been innovated and modified to meet the curriculum needs and to achieve the goal of improving student competency. As the findings of studied by Radovic, Maric & Passey [35], Eyyam & Yaratan [15], Clarebout et al [10], Gurbin [21], Smith, Shin, Kim & Zawodniak [41] and Borba et al [5], have reported that the results of the technology integration and improvement of traditional approach has influenced and had a significant impact on student achievement. According to Mistretta [28], Mat Sina, Talib & Norishaha [26], Brakoniecki, Amador & Glassmeyer [6] and Gurbin [21], most technology products are widely applied and used in learning, such as gadgets like tabs and smartphones, learning aids likes graphic-scientific calculators, web-based, apps, internet-based and more.…”

Section: Introductionmentioning

confidence: 93%

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

Bakar*,

Ismail

2020

IJRTE

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This study aims to examine the effectiveness of interactive entrepreneurship activity in mathematics learning towards students’ mastery in mathematics concepts. The objective is to look at the impact of implementing an active learning strategy combined with technology on mastery of mathematics concepts after engaging in a learning activity. The combination of technology in interactive learning and games kits in the form of interactive entrepreneurship activity has resulted in the innovation of learning strategies to enhance the learning interest, enjoyment and to influence the mastery of students' mathematics concepts. The effectiveness study of the strategy was conducted using an experimental study design that involved 109 students from 2 secondary schools who had participated in a 4-week mathematics learning treatment session. The experiment group was exposed to interactive entrepreneurship activity through the use of a learning kit while the control group followed conventional learning for a selected mathematics topic. Post-test were conducted to see differences in understanding and achievement of mathematics concepts for both groups of students. The results show that there is a significant difference between the mastery of mathematics concept of the experiment group students and the control group students. This shows that the integration of technology in learning activities has a positive impact on student learning. The implications of the study indicate that teachers need to constantly improve pedagogical knowledge based on current technological developments and improve teaching strategies in order to improve student competencies. The parties also need to provide the latest technology to improve the quality of education in line with global developments.

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Digital Technology in Mathematics Education: Research over the Last Decade

Cited by 24 publications

References 25 publications

Teaching Mathematics at Distance: A Challenge for Universities

Teaching Mathematics at Distance: A Challenge for Universities

Using Wolfram Alpha with Elementary Teacher Candidates: From More Than One Correct Answer to More Than One Correct Solution

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

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