Digital Technology and Maths-education: The Dilemma of Calculation and Conceptualisation

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

Resumé

: Digital technologies challenge maths education as they provide the calculations that used to be the core of maths teaching. Although calculation is still important to learn, the core of maths-education is increasingly the understanding and application of concepts and language to authentic situations in order for machines to perform adequate calculations. While many e-learning applications support learning skills and calculations, maths teachers have difficulties finding digital resources aimed at maths as concepts and language. Accordingly, teachers experience a dilemma when their school managers expect them to digitalise their teaching. This paper is based on results from an action research project running from 2012 to 2016 following a cohort from first to third grade in a Copenhagen suburban school. The school aimed to implement iPads in everyday practice and provide teachers with competence building. Accordingly, all teachers and students were given an iPad. While the project had a broader scope, the present paper focuses on the teachers’ and students’ motivation and learning in relation to the iPad and maths in light of the above-described dilemma. As action researchers, the researchers acted as sparring partners for the teachers. The school provided resources for teacher team meetings on a weekly basis. At the meetings, the teachers became familiar with using iPads in learning settings, brainstormed ideas and co-designed experiments for upcoming sessions. The meetings provided a framework for iteratively sharing knowledge and improving practice. The data were collected using anthropological methods: observations, interviews, summaries, thick description, video recordings and collection of materials produced during the project. The data were analysed using condensation and annotation methods. The present paper identifies teacher practices and use of digital technology that amplifies the teachers’ dilemma of using technology in maths teaching. Equally, the paper provides examples of practices developed during the project that seem to overcome the dilemma.
OriginalsprogEngelsk
TitelProceedings of the 17th European conference of ELearning
RedaktørerKlimis Ntalianis, Antonios Andreatos, Cleo Sgouropoulou
ForlagAcademic Conferences and Publishing International
Publikationsdatonov. 2018
Sider569-576
ISBN (Trykt)9781912764075
ISBN (Elektronisk)9781912764082
StatusUdgivet - nov. 2018
Begivenhed17th. European Conference on ELearning - University of West Attica, Athens, Greece, Athens, Grækenland
Varighed: 1 nov. 20182 nov. 2018

Konference

Konference17th. European Conference on ELearning
LokationUniversity of West Attica, Athens, Greece
LandGrækenland
ByAthens
Periode01/11/201802/11/2018
Navn Proceedings of the European Conference on e-Learning
ISSN2048-8637

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Levinsen, K. T., & Sørensen, B. H. (2018). Digital Technology and Maths-education: The Dilemma of Calculation and Conceptualisation. I K. Ntalianis, A. Andreatos, & C. Sgouropoulou (red.), Proceedings of the 17th European conference of ELearning (s. 569-576). Academic Conferences and Publishing International. Proceedings of the European Conference on e-Learning
Levinsen, Karin Tweddell ; Sørensen, Birgitte Holm. / Digital Technology and Maths-education : The Dilemma of Calculation and Conceptualisation. Proceedings of the 17th European conference of ELearning. red. / Klimis Ntalianis ; Antonios Andreatos ; Cleo Sgouropoulou. Academic Conferences and Publishing International, 2018. s. 569-576 ( Proceedings of the European Conference on e-Learning ).
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abstract = "Digital technologies challenge maths education as they provide the calculations that used to be the core of maths teaching. Although calculation is still important to learn, the core of maths-education is increasingly the understanding and application of concepts and language to authentic situations in order for machines to perform adequate calculations. While many e-learning applications support learning skills and calculations, maths teachers have difficulties finding digital resources aimed at maths as concepts and language. Accordingly, teachers experience a dilemma when their school managers expect them to digitalise their teaching. This paper is based on results from an action research project running from 2012 to 2016 following a cohort from first to third grade in a Copenhagen suburban school. The school aimed to implement iPads in everyday practice and provide teachers with competence building. Accordingly, all teachers and students were given an iPad. While the project had a broader scope, the present paper focuses on the teachers’ and students’ motivation and learning in relation to the iPad and maths in light of the above-described dilemma. As action researchers, the researchers acted as sparring partners for the teachers. The school provided resources for teacher team meetings on a weekly basis. At the meetings, the teachers became familiar with using iPads in learning settings, brainstormed ideas and co-designed experiments for upcoming sessions. The meetings provided a framework for iteratively sharing knowledge and improving practice. The data were collected using anthropological methods: observations, interviews, summaries, thick description, video recordings and collection of materials produced during the project. The data were analysed using condensation and annotation methods. The present paper identifies teacher practices and use of digital technology that amplifies the teachers’ dilemma of using technology in maths teaching. Equally, the paper provides examples of practices developed during the project that seem to overcome the dilemma.",
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Levinsen, KT & Sørensen, BH 2018, Digital Technology and Maths-education: The Dilemma of Calculation and Conceptualisation. i K Ntalianis, A Andreatos & C Sgouropoulou (red), Proceedings of the 17th European conference of ELearning. Academic Conferences and Publishing International, Proceedings of the European Conference on e-Learning , s. 569-576, 17th. European Conference on ELearning, Athens, Grækenland, 01/11/2018.

Digital Technology and Maths-education : The Dilemma of Calculation and Conceptualisation. / Levinsen, Karin Tweddell; Sørensen, Birgitte Holm.

Proceedings of the 17th European conference of ELearning. red. / Klimis Ntalianis; Antonios Andreatos; Cleo Sgouropoulou. Academic Conferences and Publishing International, 2018. s. 569-576 ( Proceedings of the European Conference on e-Learning ).

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

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Levinsen KT, Sørensen BH. Digital Technology and Maths-education: The Dilemma of Calculation and Conceptualisation. I Ntalianis K, Andreatos A, Sgouropoulou C, red., Proceedings of the 17th European conference of ELearning. Academic Conferences and Publishing International. 2018. s. 569-576. ( Proceedings of the European Conference on e-Learning ).