Personalised learning with mobile technologies in mathematics: An exploration of classroom practice

Willacy, Helen; West, Amie; Murphy, Carol; Calder, Nigel

doi:10.15663/tandc.v17i2.173

Cited by 3 publications

(2 citation statements)

References 9 publications

(12 reference statements)

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“…Two studies Willacy, West, Murphy, & Calder, 2017) focussed on students in primary and lower secondary schools. Using a case study approach with four students age 11 to 13 years, the researchers found that three of the four students did experience increased engagement when apps were introduced into their mathematics classroom .…”

Section: Classroom Interactionmentioning

confidence: 99%

Teaching and Learning Mathematics with Digital Technologies

Attard

Calder

Holmes

et al. 2020

Research in Mathematics Education in Australasia 2016–2019

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This chapter provides a critical synthesis of research on technology-related classroom practice from the early years of schooling through to tertiary and initial teacher mathematics education. The synthesis considers ways in which research has explored the use of digital technologies through the three dimensions identified by Pierce and Stacey's map of pedagogical opportunity: mathematics content (subject), in classroom interactions (classroom), and through task design (task) (2010). The chapter also provides a synthesis of the research methodologies undertaken within the included studies. The review concludes with a discussion of emerging themes and a range of future directions for research into technology-related mathematics education.

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Section: Classroom Interactionmentioning

confidence: 99%

Teaching and Learning Mathematics with Digital Technologies

Attard

Calder

Holmes

et al. 2020

Research in Mathematics Education in Australasia 2016–2019

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show abstract

“…It implies the possibility to be inquisitive and play with given possibilities. In this regard, personalized learning might be seen as learning that is personally relevant (Willacy et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Space Exploration: Approaches to Inhabiting Digital Spaces and Their Influence on Education

Calder

Otrel-Cass

2021

Postdigit Sci Educ

Self Cite

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What happens when we go online, interact and leave our digital footprints? What is the nature of the online spaces that teachers and their students inhabit and the implications of being in these spaces? In this article we have explored these questions by following the theoretical inspirations by James Paul Gee about affinity spaces and Martin Heidegger’s notions on dwelling. The article interweaves its argument with examples from several research projects to argue that online environments allow for opportunities to play and personalize, to be creative, and that these forms of expressions are an interplay of social and technical elements. While the control within digital spaces is not transparent, we contend that there are opportunities for the user to exert influence on and within digital spaces, and to transform them in varying ways and scope. Sometimes those spaces facilitate autonomy and self-selection, which in turn initiates or confirms transformation. With the growth and increased sophistication of virtual realities and artificial intelligence, we need to understand the nature of the educational engagement within these spaces. We also need to understand this mutually influencial engagement between the user and these digital spaces, and be vigilant as to who might be exerting the most influential control.

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Looking Back and Looking Forward

Maxwell

2021

The Enabling Power of Assessment

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Personalised learning with mobile technologies in mathematics: An exploration of classroom practice

Cited by 3 publications

References 9 publications

Teaching and Learning Mathematics with Digital Technologies

Teaching and Learning Mathematics with Digital Technologies

Space Exploration: Approaches to Inhabiting Digital Spaces and Their Influence on Education

Looking Back and Looking Forward

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