Teaching Practices in Digital Environments

Sinclair, Nathalie; Robutti, Ornella

doi:10.1007/978-3-030-15789-0_153

Cited by 5 publications

(1 citation statement)

References 14 publications

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“…The evolution of educational technology has led the mathematics education research community to conclude that the use of digital technology has two main functions: “(a) as a support for the organisation of the teacher’s work (producing worksheets, keeping grades) and (b) as a support for new ways of doing and representing mathematics” (Sinclair & Robutti, 2020 , p. 245). Towards the end of the previous century, and increasingly so in the present one, the use of technology for mathematics teachers began to have a third function: as a support for connecting, organising in communities, communicating, and sharing materials, an idea that is revisited in Sect.…”

Section: Framing the Studymentioning

confidence: 99%

Teaching with digital technology

Clark-Wilson

Robutti

Thomas

2020

ZDM Mathematics Education

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119

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In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic.

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Section: Framing the Studymentioning

confidence: 99%

Teaching with digital technology

Clark-Wilson

Robutti

Thomas

2020

ZDM Mathematics Education

Self Cite

119

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Affordances of Virtual Learning Environments to Support Mathematics Teaching

Trgalová,

Tabach

2023

Digit Exp Math Educ

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The slow uptake of technology by mathematics teachers is in contrast with the rapid growth in the availability of different digital resources specifically designed to help teaching and learning mathematics. We refer to platforms that were designed to permit for mathematical communication between multiple users. We seek to explore the affordances of such digital platforms to support mathematics teachers who wish to integrate technology as part of their practice, when planning and enacting technology-based mathematical activity. Specifically, we ask: What are the affordances and constraints of the platforms that may support instrumentation and instrumentalization processes leading to the development of teacher’s didactic instrument for planning and enacting a mathematical activity in a digital environment? The four platforms we chose for analysis are STEP, DESMOS, WIMS and Labomep. Our analysis shows on the one hand that the platforms afford support to the teacher while enacting technology-based mathematics activities. On the other hand, we suggest several components of didactic instrumental genesis that mathematics teachers need to develop in order to take benefit from digital platform affordances. These components include the ability to base decision-making on data gathered and visualised in dashboard embedded in learning management systems.

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Teachers’ Formative Assessment Practices in Their Mathematics Classroom Using Learning Analytics Visualizations

Moed-Abu Raya,

Olsher

2024

Digit Exp Math Educ

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This study explores how the use of learning analytics (LA) visualizations to eliciting examples tasks (EET) on the topic of functions can shape middle school mathematics teachers’ formative assessment (FA) practices. Teachers’ practices were examined when provided with LA visualizations, offering them an interactive analysis of their students’ work. The findings showed that LA visualizations enhanced teachers’ evaluations of their students’ work, including challenges and strengths. Two key areas of FA were supported when teachers interacted with LA: designing and implementing classroom discussions and other learning activities and enhancing the quality of feedback. The patterns of use indicated that when teachers were not convinced of the data presented, they used critical thinking and accessed other reports and interactive tools to confirm their impressions.

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Teaching Practices in Digital Environments

Cited by 5 publications

References 14 publications

Teaching with digital technology

Teaching with digital technology

Affordances of Virtual Learning Environments to Support Mathematics Teaching

Teachers’ Formative Assessment Practices in Their Mathematics Classroom Using Learning Analytics Visualizations

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