Fake news, artificial intelligence, mobile divisions?: Debates on digital technologies in mathematics education
Fake news, artificial intelligence, mobile divisions?: Debates on digital technologies in mathematics education
The use of digital technologies is under increasingly intense scrutiny, with concerns growing over data security, cyberattacks, fake news, long-term exposure to wireless devices and digital screens, and the effect of using social media on mental health and well-being. Given the significant social and ethical dilemmas, this chapter examines key debates in the use of digital technologies in the teaching and learning of mathematics. These debates encompass the extent to which the use of digital technologies improves educational outcomes in school mathematics (or whether there is much ‘fake news’), the rise of digital ‘assistants’ and ‘tutors’ for mathematics education (or whether such ‘intelligence’ is literally artificial) and whether increasing use of mobile digital technologies in mathematics education helps all learners (or whether it is contributing to an exacerbated ‘digital divide’). By not only considering how the teaching and learning of school mathematics could be conducted in technology-enhanced ways but also what new forms of mathematical knowledge and practices it might be possible to teach and learn, the chapter concludes with consideration of the impact of current developments on the likely futures for promising forms of digital technologies for mathematics education.
mathematics education, digital technologies, digital divide
155-168
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
6 July 2020
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(2020)
Fake news, artificial intelligence, mobile divisions?: Debates on digital technologies in mathematics education.
In,
Ineson, Gwen and Povey, Hilary
(eds.)
Debates in Mathematics Education.
(Debates in Subject Teaching)
2 ed.
Abingdon, Oxon.
Routledge, .
(doi:10.4324/9780429021015-13).
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Abstract
The use of digital technologies is under increasingly intense scrutiny, with concerns growing over data security, cyberattacks, fake news, long-term exposure to wireless devices and digital screens, and the effect of using social media on mental health and well-being. Given the significant social and ethical dilemmas, this chapter examines key debates in the use of digital technologies in the teaching and learning of mathematics. These debates encompass the extent to which the use of digital technologies improves educational outcomes in school mathematics (or whether there is much ‘fake news’), the rise of digital ‘assistants’ and ‘tutors’ for mathematics education (or whether such ‘intelligence’ is literally artificial) and whether increasing use of mobile digital technologies in mathematics education helps all learners (or whether it is contributing to an exacerbated ‘digital divide’). By not only considering how the teaching and learning of school mathematics could be conducted in technology-enhanced ways but also what new forms of mathematical knowledge and practices it might be possible to teach and learn, the chapter concludes with consideration of the impact of current developments on the likely futures for promising forms of digital technologies for mathematics education.
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Published date: 6 July 2020
Keywords:
mathematics education, digital technologies, digital divide
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Local EPrints ID: 444714
URI: http://eprints.soton.ac.uk/id/eprint/444714
ISSN: 2577-3828
PURE UUID: 75359499-772a-41df-9dd8-e60fe4d83e5a
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Date deposited: 30 Oct 2020 17:31
Last modified: 16 Mar 2024 09:49
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Editor:
Gwen Ineson
Editor:
Hilary Povey
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