Digital curriculum resources in mathematics education: foundations for change

Digital curriculum resources in mathematics education: foundations for change In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studies are at the same time predominantly framed by socio-cultural theories. Secondly, whilst there seems to be a continuing demarcation between the design(er) and the use(r), there is at the same time an emerging/increasing understanding that design continues in use, due to the different nature and affordances of DCR (as compared to traditional text curriculum resources). Thirdly, there is an apparent weakening of traditional demarcations between pedagogy and assessment, and between summative and formative assessment techniques, due to the nature and design of the automated learning systems. Fourthly, there is an increasing need for understanding the expanded space of interaction associated with the shift from static print to dynamic/interactive DCR, a shift that has the potential to support different forms of personalised learning and interaction with resources. Hence, we claim that DCR offer opportunities for change: of understandings concerning the design and use of DCR; of their quality; and of the processes related to teacher/student interactions with DCR—they provide indeed the foundations for change. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ZDM Springer Journals

Digital curriculum resources in mathematics education: foundations for change

Loading next page...
 
/lp/springer_journal/digital-curriculum-resources-in-mathematics-education-foundations-for-g4MBvGtlDW
Publisher
Springer Berlin Heidelberg
Copyright
Copyright © 2017 by The Author(s)
Subject
Education; Mathematics Education; Mathematics, general
ISSN
1863-9690
eISSN
1863-9704
D.O.I.
10.1007/s11858-017-0879-z
Publisher site
See Article on Publisher Site

Abstract

In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studies are at the same time predominantly framed by socio-cultural theories. Secondly, whilst there seems to be a continuing demarcation between the design(er) and the use(r), there is at the same time an emerging/increasing understanding that design continues in use, due to the different nature and affordances of DCR (as compared to traditional text curriculum resources). Thirdly, there is an apparent weakening of traditional demarcations between pedagogy and assessment, and between summative and formative assessment techniques, due to the nature and design of the automated learning systems. Fourthly, there is an increasing need for understanding the expanded space of interaction associated with the shift from static print to dynamic/interactive DCR, a shift that has the potential to support different forms of personalised learning and interaction with resources. Hence, we claim that DCR offer opportunities for change: of understandings concerning the design and use of DCR; of their quality; and of the processes related to teacher/student interactions with DCR—they provide indeed the foundations for change.

Journal

ZDMSpringer Journals

Published: Aug 12, 2017

References

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create lists to
organize your research

Export lists, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off