Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research

Young, Jamaal

doi:10.1016/j.edurev.2017.07.001

Cited by 63 publications

(48 citation statements)

References 45 publications

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“…However, in the elementary-school mathematics classroom, it is necessary for the use of augmented reality to adopt the curriculum subject (Radu et al, 2016). Computer-assisted instruction (CAI) has a significant effect on the teaching/learning of mathematics (Young, 2017). Thus, good practice through technology-enhanced exploration, inquiry and collaboration is required (Bray & Tangney, 2017).…”

Section: Resultsmentioning

confidence: 99%

Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

Aliyu

Osman²,

Daud³

et al. 2021

IJLTER

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Mathematics teachers’ pedagogy (MTP) is an integral part of classroom instructional mediation through technology or manipulatives. This article describes a logical literature analysis for the MTP and technology with GeoGebra (GG). The findings reveal the intervention impact of MTP with GG and other technologies such as matrix laboratory (MATLAB); an interactive whiteboard (IWB) and computer algebra system (CAS); wxMaxima, which is a CAS; information and communication technologies (ICT); concrete materials as well as other resources in developing students’ performances in mathematics which were generally effective too. The systematic literature review (SLR) explored findings from current research between January 2011 and October 2020. Quality assessment screening of the papers was done and alongside further elimination of repeated documents from the analysis, twenty-eight publications met the refinement and inclusion/exclusion criteria out of 110 papers. The modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) outline exemplifies the literature review accordingly. The authors observed, accomplished, and discussed the significance of the SLR. This was followed by the constraints, upcoming directions for MTP with technology and GG, and the MTP consequences for education and research.

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Section: Resultsmentioning

confidence: 99%

Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

Aliyu

Osman²,

Daud³

et al. 2021

IJLTER

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“…However, the views of participants that technology does not help in learning in the sense of making meaning of mathematical concepts contradict the views in some literature (e.g., Bray & Tangney, 2017). Some pieces of literature support the views expressed by research participants that the use of a computer or calculator may hinder their learning of mathematics (Young, 2017).…”

Section: Figure 5 Percent Of Students Who Believe the Use Of Technolmentioning

confidence: 90%

Early Undergraduate Emirati Female Students’ Beliefs about Learning Mathematics Using Technology

Belbase¹

2020

EUROPEAN J ED RES

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Covid-19 has accelerated the speed of technocratic transformation in teaching and learning. Previous researches on whether technology enhances students' motivation towards learning or burdens them with additional layer of anxiety in learning the nitty gritty of technology itself have mixed results. The purpose of this study was to explore early undergraduate students' beliefs about learning mathematics with technology. These research participants were first-year female undergraduate students in a public university in the United Arab Emirates (UAE). The study comprised of phase one with qualitative task-based interviews with four female first-year undergraduate students. Phase two included a quantitative belief survey with a sample of 62 students from the same institution. I constructed four major belief categories from the iterative process of interview data analysis-technology for computing and graphing, technology for speed and accuracy, technology for a shortcut but not for meaning, and affective aspects of beliefs. The quantitative survey result demonstrated that a majority of participants (about 75.8%) were found to be using some kinds of technological tools while learning mathematics. About 90% of them reported using a calculator while learning mathematics. A majority of participants (54.9%) believed that technology helps them in learning mathematics, and about 50% of them also believed that the use of technology improves their learning of mathematics.

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“…Some technologies brought about new ways to enhance instructional delivery by the teacher or increase processing power by relieving learners from complex calculations. Other solutions, which are at the focus of this paper, were meant to provide new ways to learn mathematics with dynamic, digital representation of mathematical ideas (Hoyles & Noss, ; Tran, Smith, & Buschkuehl, ; Young, ). These spawned several genres of educational technologies such as the microworlds (eg, Hoyles, Noss, & Adamson, ; Kynigos, ), dynamic mathematics environments (eg, Hadas, Hershkowitz & Schwarz, ; Leung, ; ) and recently also technologies for embodied interaction (eg, Abrahamson & Howison, ; Jackiw & Sinclair, ).…”

Section: Introductionmentioning

confidence: 99%

“…Yet, as a recent ed‐tech survey demonstrates (http://goo.gl/tR7yr2, see also, Budinski, ), despite acknowledging them as powerful technologies for learning mathematical ideas, mathematics teachers rarely use them in their classrooms. A second‐order meta‐analysis performed by Young () suggests that, compared to technologies that enhance instructional delivery by the teacher or increase processing power, the actual effect of DME on mathematics education is still very modest. Young suggests two explanations for this finding.…”

Section: Introductionmentioning

confidence: 99%

Responsive learning design: Epistemic fluency and generative pedagogical practices

Mor¹,

Abdu²

2018

Brit J Educational Tech

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Several decades of research and development have produced a rich ecology of technologies designed to support active, collaborative constructionist pedagogical practices. Nevertheless, many teachers are reluctant to use these technologies in their teaching or fail to devise learning designs which leverage their qualities. We argue that this tension reflects a dissonance between the epistemic practices (manners of constructing knowledge) implicit in teachers' pedagogical practices and the ones embodied in the technology. We demonstrate this argument in the case of Dynamic Mathematics Environments (DME) through the epistemic practice of identifying invariants, and its dynamic manifestation in the technology, and illustrate it further with examples from an online course on CSCL. For teachers to effectively design learning experiences in a technology rich environment, they need to develop their capacity to critically assess the epistemic and pedagogical practices associated with this environment, identify a set of target epistemic practices and carefully devise the pedagogical practices which will engender these. We call these “generative pedagogical practices.” To do so, teachers need to actively participate in activities that would provide them with opportunities to make that epistemic change: building, experimenting with and designing for learning in diverse environments. Sometimes, applying such an epistemic disposition, requires supressing old practices of activity design.

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Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research

Cited by 63 publications

References 45 publications

Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review

Early Undergraduate Emirati Female Students’ Beliefs about Learning Mathematics Using Technology

Responsive learning design: Epistemic fluency and generative pedagogical practices

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