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

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Reforming Learning

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.

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Author information

Authors and Affiliations

  1. School of Education, University of Queensland, St. Lucia, Queensland, Australia

    Merrilyn Goos

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  1. Merrilyn Goos
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Editor information

Editors and Affiliations

  1. School of Education and Professional Studies (Brisbane, Logan), Griffith University, Mt. Gravatt, Queensland, Australia

    Chi-hung Ng

  2. School of Education, University of Queensland, Brisbane, Australia

    Peter D. Renshaw

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Goos, M. (2009). Reforming Mathematics Education: Theorising Teachers' and Students' Use of Technology. In: Ng, Ch., Renshaw, P.D. (eds) Reforming Learning. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-3024-6_3

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