Transformations of Teaching and Learning Through Digital Technologies
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Calder, N
Tan, H
Loong, E
Miller, J
Larkin, K
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K. Makar, S. Dole, J. Visnovska, M. Goos et al
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Abstract
This chapter is a critical synthesis of research related to the transformations that take place when digital technologies are incorporated into teaching and learning practices. In developing this synthesis, research from all levels of education was reviewed with a focus on the opportunities digital technologies offer for cognitive, pedagogical, affective and professional change. The chapter is structured in alignment with Pierce and Stacey’s (Pierce and Stacey, Int J Comput Math Learn 15(1):1–20 2010) map of pedagogical opportunities in which three dimensions for educational transformation were identified: tasks, classroom, and subject. A discussion of future directions for research into technology enhanced mathematics education concludes the review.
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Research in Mathematics Education in Australasia 2012-2015
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© 2016 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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Mathematics and numeracy curriculum and pedagogy