Teaching and Learning Mathematics with Digital Technologies
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Calder, Nigel
Holmes, Kathryn
Larkin, Kevin
Trenholm, Sven
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Jennifer, Way
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Abstract
This chapter provides a critical synthesis of research on technology-related classroom practice from the early years of schooling through to tertiary and initial teacher mathematics education. The synthesis considers ways in which research has explored the use of digital technologies through the three dimensions identified by Pierce and Stacey’s map of pedagogical opportunity: mathematics content (subject), in classroom interactions (classroom), and through task design (task) (2010). The chapter also provides a synthesis of the research methodologies undertaken within the included studies. The review concludes with a discussion of emerging themes and a range of future directions for research into technology-related mathematics education.
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Research in Mathematics Education in Australasia 2016–2019
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© 2020 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
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Curriculum and pedagogy
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Attard C., Calder N., Holmes K., Larkin K., Trenholm S., Teaching and Learning Mathematics with Digital Technologies, Research in Mathematics Education in Australasia 2016–2019, 2020, pp. 319-347