Technology enhancing mathematics learning behaviours: Shifting learning goals from “producing the right answer” to “understanding how to address current and future mathematical challenges”

Radović, Slaviša; Marić, Miroslav; Passey, Don

doi:10.1007/s10639-018-9763-x

Cited by 22 publications

(15 citation statements)

References 36 publications

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“…The use of technology could improve students' positive attitude towards mathematics in terms of self-directed learning [1], self-efficacy and motivation [2], as well as enjoyment and engagement in learning mathematics [3], [4]. Furthermore, the literature shows the critical role of technology in enhancing students' mathematics learning achievement [1]- [4]. Those findings imply an increase in the number of studies in designing mathematics learning activities, integrating technologies in various forms.…”

Section: Introductionmentioning

confidence: 99%

Designing Mathematics Learning Media Based on Mobile Learning for Ten Graders of Vocational High School

Murtiyasa¹,

Jannah²,

Rejeki³

2020

ujer

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Section: Introductionmentioning

confidence: 99%

Designing Mathematics Learning Media Based on Mobile Learning for Ten Graders of Vocational High School

Murtiyasa¹,

Jannah²,

Rejeki³

2020

ujer

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“…Research is being conducted to look at the effectiveness of the technology and teaching approaches that have been innovated and modified to meet the curriculum needs and to achieve the goal of improving student competency. As the findings of studied by Radovic, Maric & Passey [35], Eyyam & Yaratan [15], Clarebout et al [10], Gurbin [21], Smith, Shin, Kim & Zawodniak [41] and Borba et al [5], have reported that the results of the technology integration and improvement of traditional approach has influenced and had a significant impact on student achievement. According to Mistretta [28], Mat Sina, Talib & Norishaha [26], Brakoniecki, Amador & Glassmeyer [6] and Gurbin [21], most technology products are widely applied and used in learning, such as gadgets like tabs and smartphones, learning aids likes graphic-scientific calculators, web-based, apps, internet-based and more.…”

Section: Introductionmentioning

confidence: 94%

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

Bakar*,

Ismail

2020

IJRTE

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This study aims to examine the effectiveness of interactive entrepreneurship activity in mathematics learning towards students’ mastery in mathematics concepts. The objective is to look at the impact of implementing an active learning strategy combined with technology on mastery of mathematics concepts after engaging in a learning activity. The combination of technology in interactive learning and games kits in the form of interactive entrepreneurship activity has resulted in the innovation of learning strategies to enhance the learning interest, enjoyment and to influence the mastery of students' mathematics concepts. The effectiveness study of the strategy was conducted using an experimental study design that involved 109 students from 2 secondary schools who had participated in a 4-week mathematics learning treatment session. The experiment group was exposed to interactive entrepreneurship activity through the use of a learning kit while the control group followed conventional learning for a selected mathematics topic. Post-test were conducted to see differences in understanding and achievement of mathematics concepts for both groups of students. The results show that there is a significant difference between the mastery of mathematics concept of the experiment group students and the control group students. This shows that the integration of technology in learning activities has a positive impact on student learning. The implications of the study indicate that teachers need to constantly improve pedagogical knowledge based on current technological developments and improve teaching strategies in order to improve student competencies. The parties also need to provide the latest technology to improve the quality of education in line with global developments.

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“…Radović, Marić and Passey (2019) offer a methodological approach to the use of ICTs to enhance the interaction of participants in the educational process (Radović et al, 2019). The authors consider the integration of ICT in the practice of teaching and learning mathematics, evaluate new ways of developing mathematical thinking.…”

Section: Literature Reviewmentioning

confidence: 99%

Didactic Potential of Using Mobile Technologies in the Development of Mathematical Thinking

Soboleva

Chirkina

Kalugina

et al. 2020

EURASIA J MATH SCI T

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The relevance of the research is due to additional opportunities to improve the quality of teaching mathematics in a digital school, support professional orientation and self-determination of young people through the inclusion of mobile services and platforms in mathematical activities. The research problem is determined by the following contradictions: 1) between the capabilities of modern digital technologies in terms of improving the quality of mathematical training, the formation of universal skills required by the economy of the future, and the model implemented by educational institutions; 2) between the need to provide resources for solving problems of a socioeconomic nature in the conditions of the fourth industrial revolution and the insufficient level of mathematical literacy of graduates. The purpose of this research is to study the didactic potential of mobile technologies to support mathematical education in a digital school while preparing specialists of the future. Moreover, the research offers a methodological approach to organize project activities of developing applications in terms of increasing the effectiveness of teaching mathematics and vocational guidance. The article clarifies the concepts "mathematical thinking", "mathematical literacy" for a digital school and describes the didactic principles of incorporating mobile resources into the educational space which increase the efficiency of training engineers of the future, support vocational guidance and self-determination. The author offers methodological methods and recommendations for organizing creative interdisciplinary project activities in order to develop mobile applications that contribute to the formation of qualities and skills forming the basis of mathematical thinking. The materials of the article can be used: firstly, to ensure the personalization of mathematical training in the course of creative, interdisciplinary, cognitive research activities of students while developing mobile applications, social integration and vocational guidance; secondly, to change the concept of mathematical education at school; thirdly, to improve the implemented model of education based on the traditional trajectory "preschool education-school-university-additional education" in the context of the new requirements of business, society, and the state for the training of highly qualified professionals in the professions of the future.

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Technology enhancing mathematics learning behaviours: Shifting learning goals from “producing the right answer” to “understanding how to address current and future mathematical challenges”

Cited by 22 publications

References 36 publications

Designing Mathematics Learning Media Based on Mobile Learning for Ten Graders of Vocational High School

Designing Mathematics Learning Media Based on Mobile Learning for Ten Graders of Vocational High School

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

Didactic Potential of Using Mobile Technologies in the Development of Mathematical Thinking

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