Using ICTs to support numeracy learning: The way of the future? Whose future

TL;DRAbstract

This paper discusses the approaches used by some of the teachers in a large project when using ICTs to support numeracy learning. It was found that many of the teachers used a traditional lock-step approach that has been widely criticised in the general mathematics education literature. These approaches are then compared with a more open-ended, student-centred approach adopted by one of the teachers. It is proposed that the different approaches offer potentially different learning outcomes for the participating students. Within the mathematics education literature, there are two key distinctions made between ways of knowing – procedural knowledge and conceptual knowledge (LeFevre, 1993). In studying the ways in which students come to negotiate meaning in mathematics, the teacher is found to assume the most central role in classroom actions (Frid & Malone, 1995). The teacher, through his/her practice conveys subtle messages to students about what are valued attributes and ways o

Chat with Paper

AI Agents for this Paper