Digital technologies and numeracy-synergy or discord?
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Miller, J
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MacDonald, Amy
Danaia, Lena
Murphy, Steve
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Abstract
Engaging young learners in STEM practices such as robotics and coding gives students the opportunity to use new and emerging technologies to solve problems while extending their own knowledge and understanding of mathematics. In Australia, a digital technologies curriculum was introduced in 2014 to assist with making connections between Technology and areas such as mathematics. Drawing on examples from Australia, British Columbia, the United Kingdom and New Zealand, this chapter examines how the introduction of a new curriculum intersects with existing curricula. As an example of an authentic activity that successfully combines elements of both curricula to support STEM learning, findings of a research project that has been conducted with Year 2 students (n = 153) from two Australian primary schools are presented. It appears as young students engage in robotics and coding (Technology) to learn mathematics concepts, they demonstrate learning that moves beyond their curriculum year level, creating a possible conflict between the digital technologies and mathematics curricula with their tightly prescribed sequence of content.
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STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary
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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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Education
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Larkin, K; Miller, J, Digital technologies and numeracy-synergy or discord?, STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary, 2020, pp. 137-154