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

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 .

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.

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