Module EFPM324 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM324: Technology in Mathematics Education: Shaping Mathematical Knowledge in the 21st Century
This module descriptor refers to the 2019/0 academic year.
Module Aims
The aim of the module is for you to a) learn about how technological affordances impact on shaping mathematical knowledge and understanding, b) based on existing theories, develop your own ways of understanding of theoretical aspects of the teaching and learning of mathematics with technologies c) design and evaluate effective mathematical learning environments with technology for your own teaching contexts.
Specifically the module will enable you to:
explore current technology, affordances and potential in the teaching and learning of mathematics
develop a understanding about how affordances of technologies will impact on shaping learners’ knowledge of mathematical concepts
develop a conceptual and practical understanding of the nature of effective teaching and learning of mathematics with technology
identify the possible impacts of technological innovative teaching
develop skills to design and implement learning activities and units which reflect on theoretical underpinnings of teaching and learning of mathematics with technology
critically evaluate existing research in mathematics education with technology
develop your own pedagogy with technology in mathematics
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. demonstrate a critical awareness of theoretical perspectives and practical concerns in mathematics education with technology informed by your reading and professional practice; 2. demonstrate the ability to identify affordances of technologies and analyse how learners knowledge of mathematical concepts will be shaped by these affordances; 3. demonstrate the ability to evaluate existing software, to design innovative learning environments with technology and to evaluate critically by utilising relevant theories; |
| Discipline-Specific Skills | 4. identify systematically and evaluate insightfully current research and advanced scholarship relevant to the field of education and educational technology; 5. apply theoretical insights, through critical reflection, to evaluate professional practice with technology; 6. present data and findings in a form appropriate for educational and technological contexts; |
| Personal and Key Skills | 7. demonstrate the ability to identify and critically discuss current issues in education; 8. demonstrate the ability to reflect independently, critically and creatively on professional practice; 9. demonstrate the ability to construct organised, structured, critically reflective and analytic writing; 10. demonstrate the ability to manage time and engagement in the context of masters level study that has a high level of independent study; 11. demonstrate the ability to take the initiative in contributing collaboratively in interactive learning contexts; 12. demonstrate communication skills both oral and written and in on-line contexts. |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274.
Balacheff, N., & Gaudin, N. (2003). Conceptual framework. In S. Soury-Lavergne (Ed.), Baghera Assessment Project: Designing a hybrid and emergent educational society (pp. 3–22). Grenoble, France: Laboratoire Leibniz-IMAG.
English, L. D. (Ed.). (2010). Handbook of international research in mathematics education. Routledge.
Gutiérrez, A., & Boero, P. (Eds.). (2006). Handbook of research on the psychology of mathematics education: Past, present and future. Sense publishers.
Hoyles, C. (2009). Mathematics education and technology: rethinking the terrain. New York, NY: Springer.
Hyde, Rosalyn and Edwards, Julie-Ann (eds.) (2013) Mentoring mathematics teachers: supporting and inspiring pre-service and newly qualified teachers, Abingdon, GB, Routledge
Jones, K. (2000). Providing a foundation for deductive reasoning: students' interpretations when using Dynamic Geometry software and their evolving mathematical explanations. Educational studies in mathematics, 44(1-2), 55-85.
Kazak, S., Wegerif, R., & Fujita, T. (2013). I get it now!. Stimulating insights about probability through talk and technology. Mathematics Teaching, 235, 29-32.
Kelly, A. E., & Lesh, R. A. (Eds.). (2012). Handbook of research design in mathematics and science education. Routledge.
Leung, A., Chan, Y. C., & Lopez-Real, F. (2006). Instrumental genesis in dynamic geometry environments. In Proceedings of the ICMI 17 Study Conference: Technology Revisited, Part 2 (pp. 346–353). Hanoi, Vietnam.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge, England: Cambridge University Press.
Sinclair, N., & Yurita, V. (2008). To be or to become: How dynamic geometry changes discourse. Research in Mathematics Education, 10(2), 135-150.
Stylianou, D. A., Blanton, M. L., & Knuth, E. J. (Eds.). (2009). Teaching and learning proof across the grades: A K-16 perspective. Routledge.
Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9(3), 281-307.
Watson, A., Jones, K., & Pratt, D. (2013). Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19. Oxford University Press.
Wegerif. R. (2007) Dialogic, Educational and Technology: Resourcing the Space of Learning. New York: Springer-Verlag
Wegerif. R. (2013) Dialogic: Education for the Internet Age, Routledge.
