Reforming Learning pp 43-65 | Cite as

# Reforming Mathematics Education: Theorising Teachers' and Students' Use of Technology

## Abstract

For some time, education researchers and curriculum policy-makers in Australia and elsewhere have recognised the potential for mathematics learning to be transformed by technologies such as computers and graphics calculators, and every Australian State and Territory has now developed mathematics syllabuses that mandate the use of these resources in high stakes assessment at the end of secondary school. This chapter explores the impact of these technology-related reforms on mathematics learning and teaching in the Australian context by analysing examples of classroom practice and teacher learning, and development drawn from a series of socioculturally oriented research studies. Its purpose is to interrogate assumptions about relationships between access to technology, its use by teachers, and the nature of students' technology-aided learning.

## Keywords

Professional Development Mathematics Education Technology Integration Mathematics Classroom Graphic Calculator## Preview

Unable to display preview. Download preview PDF.

## References

- Arnold, S. (2004). Mathematics education for the third millennium: Visions of a future for handheld classroom technology. In I. Putt, R. Faragher & M. McLean (Eds.),
*Mathematics Education for the Third Millennium: Towards 2010*(Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia, pp. 16–28). Sydney: MERGA.Google Scholar - Berger, M. (1998). Graphics calculators: An interpretive framework.
*For the Learning of Mathematics*,*18*(2), 13–20.Google Scholar - Commonwealth of Australia (2001).
*Backing Australia's Ability: An Innovation Action Plan for the Future*. Retrieved 26 November 2004 from http://www.innovation.gov.au/iap/. - Commonwealth of Australia (2003).
*Australia's Teachers: Australia's Future. Advancing Innovation, Science, Technology and Mathematics. Agenda for Action*. Retrieved 26 November 2004 from www.dest.gov.au/schools/teachingreview. - Cuban, L., Kirkpatrick, H. & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox.
*American Educational Research Journal*,*38*, 813–834.CrossRefGoogle Scholar - Department of Education and the Arts, Queensland (2003).
*Professional Standards for Teachers: Guidelines for Professional Practice*. Retrieved 7 September 2005 from http://education.qld. gov.au/staff/learning/standards/teachers/pdfs/profstandards.pdf - Department of Education and the Arts, Queensland (2004).
*The New Basics Research Report*. Retrieved 7 September 2005 from http://education.qld.gov.au/corporate/newbasics/html/ library.html - Department of Education and the Arts, Queensland (2005).
*Smart Classrooms Strategy*. Retrieved 7 September 2005 from http://education.qld.gov.au/smartclassrooms/strategy/index.html - Doerr, H. M. & Zangor, R. (2000). Creating meaning for and with the graphing calculator.
*Educational Studies in Mathematics*,*41*, 143–163.CrossRefGoogle Scholar - Education and Manpower Bureau, The Government of the Hong Kong SAR (1998).
*Information Technology for Learning in a New Era: Five-year Strategy 1998/99 to 2002/03*. Retrieved 22 January 2007 from http://www.emb.gov.hk/index.aspx?langno=1&nodeID=425 - Education and Manpower Bureau, The Government of the Hong Kong SAR (2002).
*Trigonometry in 3-Dimensional Space*. Retrieved 22 January 2007 from http://resources.emb.gov.hk/trigo/ - Education and Manpower Bureau, The Government of the Hong Kong SAR (2006).
*ITEd Refresher Training Courses*. Retrieved 22 January 2007 from http://www.emb.gov.hk/index. aspx?langno=1&nodeID=2287 - Farrell, A. (1996). Roles and behaviors in technology-integrated precalculus classrooms.
*Journal of Mathematical Behavior*,*15*, 35–53.CrossRefGoogle Scholar - Fine, A. E. & Fleener, M. J. (1994). Calculators as instructional tools: Perceptions of three pre-service teachers.
*Journal of Computers in Mathematics and Science Teaching*,*13*(1), 83–100.Google Scholar - Forster, P., Flynn, P., Frid, S. & Sparrow, L. (2004). Calculators and computer algebra systems. In B. Perry, G. Anthony & C. Diezmann (Eds.),
*Research in Mathematics Education in Australasia 2000&2003*(pp. 313–336). Flaxton, Qld: Post Pressed.Google Scholar - Freebody, P. (2005).
*Background, Rationale and Specifications: Queensland Curriculum, Assessment and Reporting Framework*. Brisbane: Department of Education and the Arts. Retrieved 26 August 2005 from www.education.qld.gov.au/qcar/Google Scholar - Galbraith, P. & Goos, M. (2003). From description to analysis in technology aided teaching and learning: A contribution from zone theory. In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.),
*Mathematics Education Research: Innovation, Networking, Opportunity*(Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, Geelong, Vic, pp. 364–371). Sydney: MERGA.Google Scholar - Geiger, V. (2005). Master, servant, partner and extension of self: A finer grained view of this taxonomy. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.),
*Building Connections: Theory, Research and Practice*(Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia, Melbourne, pp. 369–376). Sydney: MERGA.Google Scholar - Goos, M. (2005). A sociocultural analysis of the development of pre-service and beginning teachers' pedagogical identities as users of technology.
*Journal of Mathematics Teacher Education*,*8*(1), 35–59.CrossRefGoogle Scholar - Goos, M. & Bennison, A. (2004).
*Teachers' Use of Technology in Secondary School Mathematics Classrooms*. Paper presented at the annual conference of the Australian Association for Research in Education, Melbourne, 28 November–2 December.Google Scholar - Goos, M. & Cretchley, P. (2004). Teaching and learning mathematics with computers, the internet, and multimedia. In B. Perry, G. Anthony & C. Diezmann (Eds.),
*Research in Mathematics Education in Australasia 2000–2003*(pp. 151–174). Flaxton, Qld: Post Pressed.Google Scholar - Goos, M., Galbraith, P., Renshaw, P. & Geiger, V. (2000). Re-shaping teacher and student roles in technology enriched classrooms.
*Mathematics Education Research Journal*,*12*, 303–320.Google Scholar - Goos, M., Galbraith, P., Renshaw, P. & Geiger, V. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms.
*Journal of Mathematical Behavior*,*22*, 73–89.CrossRefGoogle Scholar - Guin, D. & Trouche, L. (1999). The complex process of converting tools into mathematical instruments: The case of calculators.
*International Journal of Computers in Mathematical Learning*,*3*, 195–227.CrossRefGoogle Scholar - Hennessy, S., Fung, P. & Scanlon, E. (2001). The role of the graphic calculator in mediating graphing activity.
*International Journal of Mathematical Education in Science and Technology*,*32*(2), 267–290.CrossRefGoogle Scholar - Jones, P., Ng, W.L. & Tang, K. (2006).
*Integration of Graphics Calculators into the Mathematics Curriculum — Australia, Hong Kong and Singapore*. Panel session presented at the 11th Asian Technology Conference in Mathematics, Hong Kong SAR, 12–16 December.Google Scholar - Leung, A. (2006).
*Hong Kong SAR: A Reflection on the Use of Digital Technologies in School Mathematics*. Plenary panel contribution presented at the ICMI 17 Study conference, Hanoi, 3–8 December.Google Scholar - Leung, F. (2006).
*Old Wine in a New Bottle? The Use of Information and Communication Technology in Mathematics Teaching and Learning*. Plenary speech presented at the 11th Asian Technology Conference in Mathematics, Hong Kong SAR, 12–16 December.Google Scholar - Manoucherhri, A. (1999). Computers and school mathematics reform: Implications for mathematics teacher education.
*Journal of Computers in Mathematics and Science Teaching*,*18*(1), 31–48.Google Scholar - Ministry of Education, Singapore (2002).
*Masterplan II for ICT in Education*. Retrieved 22 January 2007 from http://www.moe.gov.sg/edumall/mp2/mp2.htm - Ministry of Education, Singapore (2005).
*Breadth and Flexibility: The New ‘A’ Level Curriculum 2006*. Retrieved 22 January 2007 from http://www.moe.gov.sg/cpdd/alevel2006/ - Ministry of Education, Singapore (2006).
*Connecting Educators, Communities and Resources in the Use of ICT in Education: Professional Development Programs (Mathematics)*. Retrieved 22 January 2007 from http://www.moe.gov.sg/edumall/pro_develop/maths.htm - Mok, I., Johnson, D., Cheung, J. & Lee, A. (2000). Introducing technology in algebra in Hong Kong: Addressing issues in learning.
*International Journal of Mathematical Education in Science and Technology*,*31*, 553–567.CrossRefGoogle Scholar - Morony, W. & Stephens, M. (Eds.) (2000).
*Students, Mathematics and Graphics Calculators into the New Millennium*. Adelaide: Australian Association of Mathematics Teachers.Google Scholar - Mullis, I. V. S., Martin, M. O., Gonzales, E. J., & Chrostowski, S. J. (2004).
*Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades*. Chestnut Hills, MA: TIMSS & PIRLS International Study Centre, Boston College.Google Scholar - National Council of Teachers of Mathematics (2000).
*Principles and Standards for School Mathematics*. Reston, VA: NCTM. New South Wales Institute of Teachers (2005).*Professional Teaching Standards*. Retrieved 7 September 2005 from www.nswteachers.nsw.edu.au - Ng, W. L. (2006). Integration of graphing calculators into the pre-university mathematics curriculum. In S. Chu, S. Hou & W. Yang (Eds.)
*Proceedings of the 11th Asian Technology Conference in Mathematics*(pp. 20–31). Blacksburg, VA: ATCM.Google Scholar - Penglase, M. & Arnold, S. (1996). The graphics calculator in mathematics education: A critical review of recent research.
*Mathematics Education Research Journal*,*8*, 58–90.Google Scholar - Queensland Studies Authority (2008).
*Mathematics B Senior Syllabus*. Brisbane: QSA.Google Scholar - Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform.
*Harvard Educational Review*,*57*, 1–22.Google Scholar - Simonsen, L. M. & Dick, T. P. (1997). Teachers' perceptions of the impact of graphing calculators in the mathematics classroom.
*Journal of Computers in Mathematics and Science Teaching*,*16*(2/3), 239–268.Google Scholar - Tan, H. & Forgasz, H. (2006). Graphics calculators for mathematics learning in Singapore and Victoria (Australia): Teachers' views. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.),
*Proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education*(Vol. 5, pp. 249–256). Prague: PME.Google Scholar - Valsiner, J. (1997).
*Culture and the Development of Children's Action: A Theory of Human Development*(2nd edn.). New York: John Wiley & Sons.Google Scholar - Victorian Curriculum and Assessment Authority (2004).
*Victorian Essential Learning Standards*. Retrieved 8 September 2005 from http://vels.vcaa.vic.edu.au/essential/index.html - Walen, S., Williams, S. & Garner, B. (2003). Pre-service teachers learning mathematics using calculators: A failure to connect current and future practice.
*Teaching and Teacher Education*,*19*(4), 445–462.CrossRefGoogle Scholar - Wallace, R. (2004). A framework for understanding teaching with the Internet.
*American Educational Research Journal*,*41*, 447–488.CrossRefGoogle Scholar - Watkins, D. & Biggs, J. (Eds.) (1996).
*The Chinese Learner: Cultural, Psychological and Contextual Influences*. Hong Kong: Comparative Education Research Centre; Melbourne: Australian Council for Educational Research.Google Scholar - Windschitl, M. & Sahl, K. (2002). Tracing teachers' use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture.
*American Educational Research Journal*,*39*, 165–205.CrossRefGoogle Scholar