The University of Southampton
University of Southampton Institutional Repository
Warning ePrints Soton is experiencing an issue with some file downloads not being available. We are working hard to fix this. Please bear with us.

An analytical framework for studying the impact of technology on the use of mathematics resources in teaching and learning

An analytical framework for studying the impact of technology on the use of mathematics resources in teaching and learning
An analytical framework for studying the impact of technology on the use of mathematics resources in teaching and learning
The development of technology in the field of mathematics education has been rapid and fast over the last few decades. There are significant changes with respect to the tools of demonstration, devices and display, tools for calculation, drawing and graphing, computer-assisted learning platforms and internet. Technology is obviously having an impact on different levels of curriculum, including textbooks and acting as an agent of change (Hutchinson and Torres, 1994). Accordingly, we believe it is imperative to advance theoretical underpinnings, which have been largely under-developed, for research on the impact of technology on the development and use of mathematics resources.
In 2010 Fan proposed to include the technology principle in the “Six Principles for Textbook Development”. Later, in his study of the impact of technology on mathematics textbooks in China and Singapore for the last 15 years, Fan (2011) offered an operational definition for ICT for studying textbooks that included: calculator, computer, internet and software, and argued that in studying the impact of technology on mathematics curriculum one should include three questions: What to teach? How to teach? Why to teach? Applying Fan’s framework, Mok analysed how technology was reflected in the junior secondary mathematics textbooks in Hong Kong (Mok, 2104). The results showed the impact of technology in Hong Kong textbooks was a result of top-down curriculum reforms in an Asian context, mostly guided by the mathematical content stipulated in the curriculum and the development clustered around three major categories: self-learning platforms, IT activities making use of different software and projects making use of internet resources.
Drawing on our earlier research as well as related literature in this area, in this paper, we propose a revised analytical framework for investigating the impact of technology in the use of mathematics resources in teaching and learning and discuss its implications in this field of research on textbooks.
1-8
Mok, Ida
c2c91db8-9ef2-4de8-bf80-522419b1b215
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Mok, Ida
c2c91db8-9ef2-4de8-bf80-522419b1b215
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0

Mok, Ida and Fan, Lianghuo (2017) An analytical framework for studying the impact of technology on the use of mathematics resources in teaching and learning. The Second International Conference on Mathematics Textbook Research and Development, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil. 07 - 11 May 2017. pp. 1-8 .

Record type: Conference or Workshop Item (Paper)

Abstract

The development of technology in the field of mathematics education has been rapid and fast over the last few decades. There are significant changes with respect to the tools of demonstration, devices and display, tools for calculation, drawing and graphing, computer-assisted learning platforms and internet. Technology is obviously having an impact on different levels of curriculum, including textbooks and acting as an agent of change (Hutchinson and Torres, 1994). Accordingly, we believe it is imperative to advance theoretical underpinnings, which have been largely under-developed, for research on the impact of technology on the development and use of mathematics resources.
In 2010 Fan proposed to include the technology principle in the “Six Principles for Textbook Development”. Later, in his study of the impact of technology on mathematics textbooks in China and Singapore for the last 15 years, Fan (2011) offered an operational definition for ICT for studying textbooks that included: calculator, computer, internet and software, and argued that in studying the impact of technology on mathematics curriculum one should include three questions: What to teach? How to teach? Why to teach? Applying Fan’s framework, Mok analysed how technology was reflected in the junior secondary mathematics textbooks in Hong Kong (Mok, 2104). The results showed the impact of technology in Hong Kong textbooks was a result of top-down curriculum reforms in an Asian context, mostly guided by the mathematical content stipulated in the curriculum and the development clustered around three major categories: self-learning platforms, IT activities making use of different software and projects making use of internet resources.
Drawing on our earlier research as well as related literature in this area, in this paper, we propose a revised analytical framework for investigating the impact of technology in the use of mathematics resources in teaching and learning and discuss its implications in this field of research on textbooks.

This record has no associated files available for download.

More information

Accepted/In Press date: 31 December 2016
Published date: 11 May 2017
Venue - Dates: The Second International Conference on Mathematics Textbook Research and Development, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil, 2017-05-07 - 2017-05-11
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 410913
URI: http://eprints.soton.ac.uk/id/eprint/410913
PURE UUID: d9b43f69-793e-419f-92dc-0e1adaa3465d

Catalogue record

Date deposited: 09 Jun 2017 16:31
Last modified: 09 Nov 2021 11:15

Export record

Contributors

Author: Ida Mok
Author: Lianghuo Fan

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×