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Complexities of digital technology use and the teaching and learning of function
Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented.
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Journal
Computers and educationVolume
87Pagination
112 - 122Publisher
ElsevierLocation
Amsterdam, The NetherlandsPublisher DOI
ISSN
0360-1315Language
engPublication classification
C1.1 Refereed article in a scholarly journalUsage metrics
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