1. Digital Technology in Mathematics Education
Marie Utterberg -
Department of Applied IT, University of Gothenburg, Sweden
Business community?
Technical development and ubiquitous access to devices and Internet give new opportunities for teaching and learning, which are supported and promoted by policy and reflected in curriculum in most countries. However, the current state is charachterized by a discrepancy between official discource and reality. It is a gap between expectations and actual usage, and mathematics teachers use digital tools less frequently compared to other subject areas.
What mathematical knowledge
do we need in a digitized society?
Associations of interest?
What mathematical activities and representations are made available with new technology?
Teachers?
What is behind the process of technology integration in mathematics education?
What is preferable with technology integration in mathematics education?
Research?
How do we understand the learning of mathematics?
What are the consequences for teachers and students when integrating digital tools in mathematics education?
Policies: EU, OECD, Curriculum?
How do we value students participation?
Students participate in technology integration and have authority regarding tools
Contradictions
There are contradictions among purpose in policies, teachers practices and tool affordances. Teachers with quite little authority have to handle these tensions.
Equality
Decreased equality among schools
Knowledge
Limited knowledge of digital tools related to mathematics learning and curriculum
Empowerment
Empowerment of the learning process
Teachers’ use of a digital textbook
The variation in tasks and lack of control regarding adaptivity makes it difficult for teachers to influence and follow the individual student’s learning progress.
Difficult to plan for collaboration since the students worked with various tasks from different mathematical areas, becoming increasingly distributed in their progress.
It is not possible for the teacher to see how students solve mathematical tasks, in contrast they just see if the students got right or wrong answers.
Policy and curriculum documents for. mathematics education
Teachers’ practice and their understanding of learning mathematics
Mathematical representations and activities available with digital tools
About me
I am a PhD-student, almost half time through.
I have a background as a teacher in mathematics
and I am interested in digital technology related to
mathematics education.