Online Mathematics Programs and the Figured World of Primary School Mathematics in the Digital Era

Autor/inn/en	Darragh, Lisa; Franke, Nike
Titel	Online Mathematics Programs and the Figured World of Primary School Mathematics in the Digital Era
Quelle	In: Mathematics Education Research Journal, 35 (2023), S.33-53 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Darragh, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00384-9
Schlagwörter	Electronic Learning; Mathematics Instruction; Educational Technology; Mathematics Education; Decision Making; Commercialization; Neoliberalism; Foreign Countries; Elementary School Mathematics; Technology Uses in Education; New Zealand + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Mathematische Bildung; Decision-making; Entscheidungsfindung; Neo-liberalism; Neoliberalismus; Ausland; Elementare Mathematik; Schulmathematik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Neuseeland
Abstract	Internet access and the availability of digital devices in classrooms have been growing exponentially. This has led to the development of subscription-based online platforms for mathematics learning, available for purchase by schools and individuals. Currently, research in mathematics education tends to focus on the benefits to teaching and learning of digital technologies, while less attention is given to the use of commercial applications in mathematics, and to the rationale of schools in choosing these resources, or to consideration of how they might fundamentally change the shape of mathematics education in our schools. This paper reports on a survey sent to mathematics leaders of all schools in Aotearoa New Zealand, attaining a 24% response rate. Schools appeared to provide a great variety of learning experiences in mathematics, including the use of online programs. Many different online programs were utilised by schools, and the majority of these operate for business profit within state-funded school systems. The theoretical construct of 'figured worlds' was used to understand the school leaders' rationales for using the programs. Leaders gave contrasting and conflicting reasons for their choices: discourses of neoliberalism, reform teaching, traditionalism and Ed-tech were all evident in their responses. The survey results suggest that in this era of market competition, schools face pressure to provide mathematics programmes that are simultaneously traditional, modern, high-tech and balanced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01