Teaching Mathematics Remotely: Changed Practices in Distance Education

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Lowrie, Tom
Jorgensen, Robyn
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2012
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Abstract

This investigation explored the challenges of creating meaningful mathematics practices for a community engaged in Distance Education (DE). Specifically, the study maps the influence of new technologies on the practices of a learning community where mathematics was taught remotely. The theoretical framework of this study utilised Bourdieu's work on practice to consider the changed nature of the field, in this case, remote education provision, over time. By using Bourdieu's notion of field, we are better able to understand the ways in which practices and discourses shape particular ways of working in rural education provision. The results of the study show that Field 1 was innovative and beyond the non-school world, while Field 2 lagged behind the technological resources of the non-school world.

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Mathematics Education Research Journal

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24

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3

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© 2012 Springer Netherlands. This is an electronic version of an article published in Mathematics Education Research Journal (MERJ), September 2012, Volume 24, Issue 3, pp 371-383. Mathematics Education Research Journal (MERJ) is available online at: http://link.springer.com// with the open URL of your article.

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Mathematics and Numeracy Curriculum and Pedagogy

Curriculum and Pedagogy

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