Technology-enabled Mathematics Education: Optimising Student Engagement PDF
Preview Technology-enabled Mathematics Education: Optimising Student Engagement
Technology-enabled Mathematics Education Technology-enabled Mathematics Education explores how teachers of mathemat- ics are using digital technologies to enhance student engagement in classrooms, from the early years through to the senior years of school. The research underpinning this book is grounded in real classrooms. The chapters offer ten rich case studies of mathematics teachers who have become exemplary users of technology. Each case study includes the voices of leaders, teachers, and their students, providing insights into their practices, beliefs, and perceptions of mathematics and technology-enabled teaching. These insights inform an exciting new theoretical model, the Technology Integration Pyramid, for guiding teachers and researchers as they endeavour to understand the com- plexities involved in planning for effective teaching with technology. This book is a unique resource for educational researchers and students study- ing primary and secondary mathematics teaching, as well as practising mathe- matics teachers. Catherine Attard is an Associate Professor in primary mathematics education at Western Sydney University. She is a multiple award-winning educator who has transformed teaching and learning in mathematics for pre-service and practising teachers. Kathryn Holmes is a Professor of Education (STEM) at Western Sydney Uni- versity and began her career as a teacher of secondary mathematics and science. She has a long-standing interest in researching educational technology and its potential for enhancing teaching and learning. Routledge Research in Teacher Education The Routledge Research in Teacher Education series presents the latest research on Teacher Education and also provides a forum to discuss the latest practices and challenges in the field. Values and Professional Knowledge in Teacher Education Nick Mead Professional Development through Mentoring Novice ESL Teachers’ Identity Formation Juliana Othman and Fatiha Senom Research on Becoming an English Teacher Through Lacan’s Looking Glass Tony Brown, Mike Dore and Christopher Hanley Intercultural Competence in the Work of Teachers Confronting Ideologies and Practices Edited by Fred Dervin, Robyn Moloney and Ashley Simpson Teacher Representations in Dramatic Text and Performance Portraying the Teacher on Stage Edited by Melanie Shoffner & Richard St. Peter School-Based Deliberative Partnership as a Platform for Teacher Professionalization and Curriculum Innovation Geraldine Mooney Simmie and Manfred Lang Technology-enabled Mathematics Education Optimising Student Engagement Catherine Attard and Kathryn Holmes For more information about this series, please visit: https://www.routledge. com/Routledge-Research-in-Teacher-Education/book-series/RRTE Technology-enabled Mathematics Education Optimising Student Engagement Catherine Attard and Kathryn Holmes First published 2020 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2020 Catherine Attard and Kathryn Holmes The right of Catherine Attard and Kathryn Holmes to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record has been requested for this book ISBN: 978-0-8153-9299-6 (hbk) ISBN: 978-1-351-18939-2 (ebk) Typeset in Galliard by Cenveo® Publisher Services We dedicate this book to all mathematics teachers and their students. The stories within provide an affirmation of the unique contexts within which you work and learn every day. Contents List of figures viii List of tables ix Acknowledgements x 1 Why teach mathematics with technology? 1 2 Teaching mathematics with technology: the current state of play 12 3 Mathematics teaching, technology, and student engagement 29 4 Technology in early years mathematics classrooms 49 5 Technology in the primary mathematics classroom 69 6 Technology in the secondary classroom 93 7 Technology use in mathematics classrooms: what do school leaders, teachers, and students say? 111 8 Introducing the Technology Integration Pyramid (Mathematics) 123 Appendix 1: case study 4: lesson documentation 139 Appendix 2: case study 5: lesson documentation 140 Appendix 3: case study 6: lesson documentation 143 Index 146 Figures 2.1 Relationship between Teacher Positivity Towards Technology Use for Mathematics Teaching and Perceptions of School Support. 22 2.2 Primary and Secondary Teacher Reported Use of Technology. 23 6.1 Surface Area and Volume Problem. 104 8.1 The Technology Integration Pyramid (Mathematics). 124 8.2 The TIP(M) Base: Influences on Technology Use. 124 8.3 Circles of Influence and Levels of Control on Technology Integration. 129 8.4 Mathematics (TIP(M)). 131 8.5 Pedagogy. 132 8.6 Tools. 134 8.7 Engagement. 135 Tables 3.1 The Framework for Engagement with Mathematics (FEM) (Attard, 2014) 42 7.1 Case Study Details 112
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