Abstract
‘Edutainment’ software may or may not be appropriate for secondary school mathematics classrooms. Educators should check the epistemological assumptions on which the software is based, as well as the mathematical topics, the pedagogical style and the cultural biases of the software for a goodness of fit with their own goals and objectives. Each of these issues also has implications for equity. Should all students work with the same software products or should different political, social and economic goals be realized for different students? Educators from the industrialized nations as well as those from developing countries will find competing views on these issues create challenges in setting policies for mathematics instruction.
Chapter PDF
Similar content being viewed by others
References
Clark, K. (1977). The Other Half A Self Portrait, Harper & Row, New York.
Collis, B. (1993). Information Technology as a tool for addressing inequities at the intermediate level. In D. Johnson and B. Samways (eds.) Informatics and Changes in Learning. Elsevier Science Publishers North Holland, Amsterdam. 277–284.
diSessa, A. (1988). What will it mean to be educated in 2020? In R Nickerson and P Zodhiates (eds.) Technology in Education: Looking Toward. Lawrence Erlbaum Associates, Hillsdale, NJ.
Freudenthal, H. (1973). Mathematics as an Educational Task. D. Reidel Publishing Company, Dordrecht, Holland.
Ginsburg, H. (1972). The Myth of the Deprived Child. Prentice-Hall, Englewood Cliffs, NJ.
Hughes, M. (1986). Children and number: Di f ficulties in learning mathematics. Basil Blackwell, Oxford.
Marshall, G. (1993). Informatics and changes in learning: The American dilemma — Opposing epistemological perspectives and unanswered questions. In D. Johnson and B. Samways (eds.) Informatics and Changes in Learning. Elsevier Science Publishers North-Holland, Amsterdam
Marshall, G. (1995). The ABC’s of today’s technology decision-making in Australia, the United Kingdom and the United States. Paper presented at the Sixth IFIP World Conference on Computers in Education, Birmingham, England.
Nicholson, P. (1995). Constructivist approaches to tackling economic anthropomorphism in Australian IT education. Paper presented at the Sixth IFIP World Conference on Computers in Education, Birmingham, England.
Papadopoulos, G. (1994). Education 1960–1990: The OECD Perspective,Organization for Economic Co-operation and Development.
Squires, D. (1996). Can Multimedia Support Constructivist Learning? Keynote presentation at the Australian Conference on Computers in Education.
Sutton, R E. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research, 61 (4), 475–503.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1998 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Marshall, G. (1998). Challenge, conflict and culture: issues for secondary school mathematics educators. In: Tinsley, D., Johnson, D.C. (eds) Information and Communications Technologies in School Mathematics. IFIP — The International Federation for Information Processing. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35287-9_30
Download citation
DOI: https://doi.org/10.1007/978-0-387-35287-9_30
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-5473-5
Online ISBN: 978-0-387-35287-9
eBook Packages: Springer Book Archive