Complexities of digital technology use and the teaching and learning of function |
| |
| Affiliation: | 1. Nanyang Technological University, Wee Kim Wee School of Communication and Information, 31 Nanyang Link, Singapore 637718, Singapore;2. National Institute of Singapore, 1 Nanyang Walk, Singapore 637616, Singapore;1. School of Education, Hebrew University of Jerusalem, Mt. Scopus, Jerusalem 91950, Israel;2. Department of Communication, Ariel University, Ariel 40700, Israel;1. Haifa University, 199 Aba Khoushy Ave., Mount Carmel, Haifa, 3498838, Israel;2. Technion – Israel Institute of Technology, Haifa, 3200002, Israel;1. Department of Software Engineering and Artificial Intelligence, Complutense University of Madrid, Madrid, Spain;2. Department of Computer Science, University College London, London, United Kingdom |
| |
| Abstract: | Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented. |
| |
| Keywords: | Pedagogical issues Distributed learning environments Improving classroom teaching Secondary education Teaching/learning strategies |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
