Unit information: New Technologies in Mathematics Education in 2014/15

Unit name	New Technologies in Mathematics Education
Unit code	EDUCM5306
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Olivero
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit involves participants in reflecting on and analysing the role of new technologies in the teaching and learning of mathematics. No prior experience of these technologies will be assumed and the work will be suitable for those involved with teaching at primary, secondary and FE levels. Participants will engage with a range of interactive software environments, such as Dynamic Geometry Software and spreadsheets and consider ways of researching interactions between the teacher, the students, the technologies and the mathematics.

Aims:

• To study theoretical and practical issues of how new technologies can be integrated within the mathematics classroom to promote learning.

• To study ways of researching the interactions between the teacher, the pupils, the technologies and the mathematics.

• To explore the uses of interactive and dynamic computer-based learning environments e.g. spreadsheets and Dynamic Geometry Software (DGS).

Intended Learning Outcomes

After taking this unit, the student should demonstrate that they:

• have knowledge of a range of important issues related to mathematics teaching and learning using new technologies

• have researched the learning processes related to using new technologies in mathematics

• have developed confidence and skills in using interactive and dynamic computer-based environments.

Teaching Information

• Group explorations of a range of software.

• Presentations from active researchers in the field discussing issues raised in their own projects involving new technologies.

• Presentations of participants’ ideas for their assignments and critical discussions of these ideas, including peer assessment.

The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.

Assessment Information

Students choose a research problem they want to investigate, related to the use of new technologies in the teaching and learning of mathematics (e.g., how children learn fractions using spreadsheets). Formatively they:

• Provide evidence of a relevant literature review, related to the chosen mathematical area and theoretical framework

• Choose or design appropriate tasks and observe the learning processes taking place (e.g., through classroom observations, observations of peers, self-reflection) collecting observation notes or video-, audio-recordings or screen captures

• Analyse the learning processes.

Summatively, the assignment is presented as a 3,000-word account, or equivalent in digital format, of the analysis of the learning processes.

Reading and References

For the Learning of Mathematics: An International Journal of Mathematics Education.

Journal for Research in Mathematics Education.

Educational Studies in Mathematics: An International Journal.

International Journal of Computers for Mathematical Learning.

Chick, H. and Vincent, J. (Eds.) (2005) Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Melbourne: University of Melbourne, and proceedings for previous years’ meetings.