Teaching and Learning Mathematics with Digital Technologies

Abstract

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.

Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria

“…According to Attard et al (2020), andFlood et al (2020), the range of technologies used for teaching and learning is increasing. The same technologies are used by students for learning in school as well as outside the classroom, and new technologies can include augmented reality or technologies designed to support human-computer interactions.…”

“…Such interactions could include, for example, using augmented reality. Attard et al (2020) highlight a continuously increasing range of technologies used in teaching and learning mathematics. The rapid development of technologies has resulted in a drastic change in mathematics teaching and learning (Inayat & Hamid, 2016).…”

“…Technological pedagogical knowledge (TPK) is knowledge about the existence, components and capabilities of different technologies as they are used in teaching and learning situations and, conversely, knowledge about how teaching might be changed by the use of certain technologies. This knowledge is also of specific relevance to the teaching and learning mathematics, as according to Attard et al (2020), more and more technologies are being integrated into the learning of mathematics and, among other things, this is changing the teaching and complexity of mathematics (Donevska-Todorova & Trgalova, 2017;Sinclair, 2020). Pedagogical content knowledge (PCK) is the merging of content and pedagogy into an understanding of how certain aspects of subject matter are organised, adapted and presented for instruction and goes back to Shulman (1986).…”

Online Activity and Achievements in Elementary School Mathematics: A Large-Scale Exploration

“…For example, a study that examined teaching with an online, game-based learning environment for mathematics among sixteen teachers in eight elementary schools in Australia cited at least three different ways: as a teaching tool for modeling concepts while using an interactive white board (i.e., all students looking toward the front of the classroom); as a learning tool for developing conceptual understanding; and as a supplement for regular learning tasks to build fluency. The students used the platform either individually or collaboratively, via various devices, in different locations at school (e.g., classroom, computer lab) as well as at home (Attard, 2016). Each of these incorporation scenarios yields a different set of affordances and challenges which, in turn, may affect learning.…”

Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study

“…Researchers consistently identify digital tools, such as dynamic geometric environments (Sinclair et al, 2016 ), 3D printing (Cochran et al, 2016 ), virtual reality (Ulan et al, 2018 , Leonard and Fitzgerald, 2018 ) and games such as Minecraft (Andrus et al, 2020 , Fowler et al, 2019 ), as effective developers of spatial reasoning. Despite the significant development of these educational technologies and the many papers which suggest digital tools as effective conduits for developing spatial reasoning (see for example Attard et al, 2020 ; Lowrie & Logan, 2018 ; Venturini & Sinclair, 2017 ), little actual empirical work has been conducted. Also of interest was the clarification of which spatial skills and subskills were specifically developed through the use of computer aided design programs and robotics.…”