Digital technology and mathseducation: The dilemma of calculation and conceptualisation

Karin Tweddell Levinsen, Birgitte Holm Sørensen

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review


Maths education is challenged by digital technologies as they automaticly perform the calculations that formerly constituted the core of maths teaching. Accordingly the core of maths-education is increasingly about understanding and application of concepts and language into authentic situations in order for machines to perform adequate calculations. In this new context it is difficult for maths teachers to find digital resources aimed at this purpose. Accordingly, teachers experience a dilemma when their school managers expect them to digitalise their teaching. The present paper focuses on teachers’ and students’ motivation and learning in relation to the iPad and maths in light of the above described dilemma. 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.
Original languageEnglish
Title of host publicationProceedings of the 17th European Conference on e-Learning, ECEL 2018
EditorsKlimis Ntalianis, Antonios Andreatos, Cleo Sgouropoulou
Number of pages8
PublisherAcademic Conferences and Publishing International
Publication date1 Jan 2018
ISBN (Electronic)978-1-912764-07-5
Publication statusPublished - 1 Jan 2018
Event17th European Conference on e-Learning, ECEL 2018 - Athens, Greece
Duration: 1 Nov 20182 Nov 2018


Conference17th European Conference on e-Learning, ECEL 2018
SeriesProceedings of the European Conference on e-Learning, ECEL


  • Digital technology
  • E-learning
  • ICT
  • Instrumental mathematics
  • IPad
  • Relational mathematics


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