Using ICTs to Support Numeracy Learning Across Diverse Settings

Abstract

In this paper we draw on data from a larger study where we have been exploring the ways in which teachers in diverse settings use ICTs (or not) to enhance students’ numeracy learning. Drawing on the data from a survey implemented in 6 schools that were representative of considerable diversity within the Australian education system, we report the ways in which various programs are used, the levels of ICT usage across grade levels and teachers’ levels of skill and confidence with the use of ICTs. We find that there are differences between our schools in these areas that may be constitutive of aspects of a digital divide in mathematical learning.