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 Content
Syllabus Plan
The module will be delivered through a programme of face-to-face sessions and/or online activities including lectures and seminars, peer presentation, group work, peer discussions and support, interactive activities, and workshop-type sessions to reflect the ILOs.
Supervision of directed and independent work will be through email, moderation of discussion forums and instant messaging/chat programmes. You will use a range of online platforms to support your learning.
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Introduction: Module introduction and philology; an overview of research in mathematics education with technology; an overview of available technologies; impact of technological affordances on knowledge and understanding.
Critical review of existing theories: Instrumentation theory and instrumental genesis; Affordance theory; cKc model for describing mathematical knowledge with technology;; Discussion how affordances of technology will shape learners’ understanding
Evaluations of existing software; evaluations of TouchCount (iPad), Dynamic geometry software (DGS) and Tinkerplots; Digital textbooks and web-based learning environments such as WisWeb http://www.fi.uu.nl/wisweb/en/; designing mathematical rich learning environment;
Pedagogical issues in technology; teaching approaches and interventions with technology; dragging modalities of DGS and task design; online discussion tools in mathematics; dialogic approach with technology
Reflection of practice and future perspective: use of technologies in classroom; evaluation of teaching; identifying issues of teaching with technology in future
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 10 | 290 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 10 | Face-to-face four x 2.5 hours sessions including lectures, seminars and tutorials (Blended) with equivalent on-line provision for distance students (Distance) |
| Guided independent study | 20 | Online-based learning , e.g. undertaking pre-session reading, reading session notes, watching videos, posting notes on Hive and so on. |
| Guided independent study | 70 | Directed reading related to topics discussed in the module |
| Guided independent study | 20 | Preparing group presentations |
| Guided independent study | 20 | Writing blog entries |
| Guided independent study | 20 | Planning and implementing designed activities, analysing your own practice |
| Guided independent study | 10 | Evaluating existing mathematical software |
| Guided independent study | 10 | Field work including classroom observations and implementing teaching |
| Guided independent study | 100 | Preparation for assignments, further independent readings |
| Guided independent study | 20 | Contributions to online discussions and commenting on peer blogs. |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Mathematics Education Journals
Educational Studies in Mathematics: http://www.springer.com/education+%26+language/mathematics+education/journal/10649
Journal of Mathematical Behavior: http://www.journals.elsevier.com/the-journal-of-mathematical-behavior/
Research in Mathematics Education: http://www.tandfonline.com/toc/rrme20/current#.UwTPrHkc2jM
ZDM: http://www.springer.com/education+%26+language/mathematics+education/journal/11858
Mathematical thinking and learning: http://www.tandfonline.com/toc/hmtl20/current
ERME proceedings: http://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings
Technology, Knowledge and Learning: http://link.springer.com/journal/10758
Other Learning Resources
European Society for Research in Mathematics Education: http://www.mathematik.uni-dortmund.de/~erme/
David Tall Academic homepage: http://homepages.warwick.ac.uk/staff/David.Tall/
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.
