Technology usage in mathematics education research – A systematic review of recent trends

There is a significant body of research relating to technology-enhanced mathematics education and the perceived potential of digital tools to enhance the learning experience. The aim of this research is to take a structured look at the types of empirical interventions ongoing in the field, and to at...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Computers and education Ročník 114; s. 255 - 273
Hlavní autoři: Bray, Aibhín, Tangney, Brendan
Médium: Journal Article
Jazyk:angličtina
Vydáno: Elsevier Ltd 01.11.2017
Témata:
Mathematics education
Secondary education
Systematic literature review
Technology-enhanced learning
Mathematics education
Technology-enhanced learning
Secondary education
Systematic literature review
ISSN:0360-1315, 1873-782X
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:There is a significant body of research relating to technology-enhanced mathematics education and the perceived potential of digital tools to enhance the learning experience. The aim of this research is to take a structured look at the types of empirical interventions ongoing in the field, and to attempt to classify and analyse the ways in which digital tools are being employed in such research. A systematic analysis of 139 recent, published studies of technology interventions in mathematics education, selected from in excess of 2000 potential studies, has been undertaken. A system of classification, developed as a part of this research, is used to categorise the digital tools, the pedagogical foundations and goals of the activities, and the levels of technology integration in the studies. Analysis of the results of this classification highlights a disparity between what is being researched in published empirical studies, and approaches that have been recognised as optimising the potential of technology to enhance mathematics education. Potential reasons for current trends are proposed and explored. •A classification system for technology interventions in mathematics education was developed.•139 studies were classified by Technology, Learning Theory, Aim, and level of integration (SAMR).•Analysis of Results indicate high levels of usage of technology to augment traditional practice.•Lower levels of transformative usage of technology were identified within the empirical research.•Sustained, research-based support is required to achieve the full potential of technology.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2017.07.004