Google, Mathletics and Khan Academy: students’ self-initiated use of online mathematical resources

Students’ and lecturers’ views on mathematics resources

“…Students in this survey also considered that they learned from solutions, though it is clear that the learning involved was procedural rather than conceptual: 'You could see how a problem was figured out so you could mimic it for other questions' (S34). This is in line with what Muir (2014) found with the use of Khan Academy; students consider that gaining procedural knowledge gives them deeper understanding. On the other hand, the lecturers generally did not suggest they should provide solutions, in fact L21 wanted: 'Textbooks for which complete solutions don't exist on the web.…”

“…A number of studies have examined the effects of using some technology-enhanced resources. For example, Muir (2014) examined the use of Khan Academy by students (n = 120) in secondary education in Australia and found that students considered that it helped their conceptual understanding, despite Muir's observation that the resources were mainly procedural. Students liked this resource as it enabled them to 'pause and rewind'.…”

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

“…In general, these studies focussed broadly on digital technology use and found OMIPs were just one feature of the digital technology landscape in schools. However, a few studies instead focussed on the OMIP themselves, such as Attard’s ( 2016 ) examination of how Matific promotes student learning and engagement, and Muir’s ( 2014 ) investigation into students’ use of Khan Academy and other sites they accessed for mathematics help. Nansen et al ( 2012 ) discussed Mathletics , which was found, in line with Day ( 2014 ), to be a popular and significant feature of children’s technology use in Australia.…”

High School Students’ Use of Digital General Resources During Lockdown

“…There is a wide literature about the use of digital curriculum resources in mathematics education, comprehending studies about the design of digital resources, teachers' use of digital resources, and students' interactions with digital resources during classes (Pepin et al, 2017). However, literature about general resources and, more specifically, concerning which types of resources are selected autonomously by students and why is much rarer (Muir, 2014;Nì Shé et al, 2017;van de Sande et al, 2014). Muir (2014) shows that the use of search engines and videos retrieved online is more diffused between older students (grade 9 in her case) when compared to younger ones (grade 5 to 8).…”