Teaching and Learning Science and Mathematics through Technology Practice

Norton, Stephen J.; Ritchie, Stephen M.

doi:10.1163/9789087908799_036

Cited by 2 publications

(3 citation statements)

References 24 publications

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“…She concludes that students need support in order to acquire the necessary science knowledge needed for the design, and to transfer this knowledge into the relevant context. Similar results regarding transfer of knowledge between contexts have been found in mathematics (Norton & Ritchie, 2009). Empirical studies also show that differences in classroom culture between mathematics and technology with regards to the use of language, units, procedures and concepts represent obstacles for students in applying their knowledge of mathematics in technology and design activities (McCormick & Evans, 1998).…”

Section: Representation Of Technology In General Educationsupporting

confidence: 83%

“…All these relate to fundamental aspects of the nature of technological knowledge and practice. Many studies of the integration of science and mathematics in technology and design projects have focused on pedagogy or teacher competence (McCormick & Evans, 1998;Norton & Ritchie, 2009;Sidawi, 2007). Our study suggests that the nature of technological knowledge is also an important aspect for why this integration is often not successful.…”

Section: Discussionmentioning

confidence: 70%

“…Also for mathematics teaching, several studies points to the potential for integration with technology (Norton & Ritchie, 2009). Technology is seen as providing rich contexts for learning and applying mathematics in authentic and relevant contexts, as well as developing more positive attitudes towards the value of the subject.…”

Section: Representation Of Technology In General Educationmentioning

confidence: 99%

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Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Bungum

Esjeholm²,

Lysne

2014

NorDiNa

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Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained very little conceptual knowledge from mathematics and science even when their purpose was to do so. In this paper, we analyse four selected episodes in the material, and discuss the underlying cause for why science and mathematics do not form part of the activity. These underlying causes are conceptualised as: (i) concepts and procedures not being necessary for the purpose, (ii) problem solving better accomplished by other means, (iii) focus on product quality, and (iv) not the right type of knowledge. These reflect fundamental characteristics of the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics.Berit Bungum is Associate Professor at The University's Resource Centre for Education in Mathematics, Science and Technology, Norwegian University of Science and Technology. She has long experience with teacher education in physics, and currently works with in-service training for teachers and development of teaching projects in science and technology.

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Section: Representation Of Technology In General Educationsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 70%

Section: Representation Of Technology In General Educationmentioning

confidence: 99%

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Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Bungum

Esjeholm²,

Lysne

2014

NorDiNa

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Mathematical speech and practical action: a case study of the challenges of including mathematics in a school technology project

Bungum

Manshadi

Lysne

2014

International Journal of Mathematical Education in Science and

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This paper presents a case study of how a teacher and nine-year-old students deal with mathematics in a practical technology project. By analysing videotaped dialogues between teacher and a pair of students working on constructing a house model, we identify challenges of meaningful inclusion of mathematics in the project. The dialogues are analysed in terms of an analytical framework where four categories of interaction patterns are combined with two main paradigms of mathematics teaching: the exercise paradigm and landscapes of interaction. The project in itself has a potential for facilitating landscapes of investigation in mathematics teaching. However, we find that the teacher as well as students adheres to the exercise paradigm when mathematics is involved in the activity. Two illustrating episodes from the project are examined and presented in detail in this paper. The findings illustrate that the conceptions teachers and students hold of what mathematics teaching means can act as an obstacle in attempts to realize mathematics teaching in creative and meaningful contexts for young students. We suggest that making the various purposes of a project more explicit may help overcome this obstacle, and that the mathematics involved might be taught in separate sessions in order to form a constructive part of a cross-curricular project.

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Teaching and Learning Science and Mathematics through Technology Practice

Cited by 2 publications

References 24 publications

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Mathematical speech and practical action: a case study of the challenges of including mathematics in a school technology project

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