Assessing Effects of Technology Usage on Mathematics Learning

Autor/in	Lynch, Julianne
Titel	Assessing Effects of Technology Usage on Mathematics Learning
Quelle	In: Mathematics Education Research Journal, 18 (2006) 3, S.29-43 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	Public Policy; Mathematics Education; Developed Nations; Educational Research; Computer Uses in Education; Teaching Methods; Technology Integration; Mathematics Achievement; Educational Policy; Research Utilization; Foreign Countries; Web Based Instruction; Africa; Australia; Israel; United Kingdom; United States + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Mathematische Bildung; Developed countries; Industriestaat; Industrieland; Bildungsforschung; Pädagogische Forschung; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politics of education; Bildungspolitik; Forschungsumsetzung; Ausland; Web Based Training; Afrika; Australien; Großbritannien; USA
Abstract	Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for "evidence-based" policy development, many studies applying quasi-scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs. (Contains 1 footnote.) (Author).
Anmerkungen	Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10