Digital Resource Developments for Mathematics Education Involving Homework across Formal, Non-Formal and Informal Settings

Autor/inn/en	Radovic, Slaviša; Passey, Don
Titel	Digital Resource Developments for Mathematics Education Involving Homework across Formal, Non-Formal and Informal Settings
Quelle	In: Curriculum Journal, 27 (2016) 4, S.538-559 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2016.1158726
Schlagwörter	Mathematics Education; Educational Environment; Mathematics Instruction; Foreign Countries; Technological Advancement; Homework; Information Technology; Mathematics Skills; Numeracy; Mathematical Models; Mathematical Logic; Thinking Skills; Mathematics Curriculum; Early Adolescents; Technology Uses in Education; Elementary School Mathematics; Serbia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathematics lessons; Mathematikunterricht; Ausland; Technological development; Technologische Entwicklung; Hausaufgabe; Informationstechnologie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Mathematical model; Mathematisches Modell; Mathematical logics; Mathematische Logik; Denkfähigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementare Mathematik; Schulmathematik; Serbien
Abstract	The aim of this paper is to explore further an under-developed area--how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of "extended pedagogies" is introduced; implications are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01