id: 06034573
dt: j
an: 2012c.00303
au: Attard, Catherine; Northcote, Maria
ti: Mathematics on the move: using mobile technologies to support student
learning (Part 1).
so: Aust. Prim. Math. Classr. 16, No. 4, 29-31 (2011).
py: 2011
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: D30
ut: learner engagement; computers; information technology; curriculum; change
agents; technology uses in education; educational technology; teaching
methods; telecommunications; handheld devices; electronic learning
ci:
li: http://www.aamt.edu.au/index.php/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom
ab: Summary: It is a common belief that the incorporation of computer
technology into mathematics teaching and learning motivates and engages
students. However, research into the use of ICTs (Information and
Communication Technologies) in mathematics classrooms has revealed some
issues that could negatively impact on student engagement as a result
of how they integrate with existing practices. There is a danger of the
technology driving pedagogy, rather than pedagogy driving the
technology. In other words, technology sometimes becomes the focus of
the mathematics lessons instead of the mathematics itself. Research by
Samuelsson (2007) revealed some teachers who regularly incorporate
computers into their lessons tend to use them in a way that resonates
with a didactical, teacher-centred approach. In this situation such an
approach restricts the potential of ICTs to act as an agent of change
in terms of supporting studentsâ€™ engagement with the subject. When
good pedagogy drives the incorporation of technology into mathematics
teaching and learning, ICTs have immense potential to enhance
studentsâ€™ experiences with mathematics. In this article, the authors
explore the use of the iPod Touch and iPad and provide a brief overview
of how these can be used in the primary mathematics classroom.
(Contains 3 figures.) (ERIC)
rv: