
06034573
j
2012c.00303
Attard, Catherine
Northcote, Maria
Mathematics on the move: using mobile technologies to support student learning (Part 1).
Aust. Prim. Math. Classr. 16, No. 4, 2931 (2011).
2011
Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
EN
D30
learner engagement
computers
information technology
curriculum
change agents
technology uses in education
educational technology
teaching methods
telecommunications
handheld devices
electronic learning
http://www.aamt.edu.au/index.php/Webshop/Entirecatalogue/AustralianPrimaryMathematicsClassroom
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, teachercentred approach. In this situation such an approach restricts the potential of ICTs to act as an agent of change in terms of supporting students' engagement with the subject. When good pedagogy drives the incorporation of technology into mathematics teaching and learning, ICTs have immense potential to enhance students' 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)