Where the Place of Technology in Mathematics?

Fitriati Fitriati


Technology integration in mathematics instruction is demanded throughout the educational system as it offers to support students achievement, teachers productivity, and effectiveness in classroom management. However, its implementation has presented some complex problems including lack of specific knowledge and skills of technological tools, diversity of points of view and beliefs, and the factor of time. This indicates that integrating technology to improve mathematics education is a challenging task. To ensure technology is used effectively to enhance students’ learning and teachers’ practice of mathematics, many facets need to be considered. Australian curriculum clearly mandated educational stakeholders to use technology to support daily mathematics instruction, but a direction of how to apply it in the classroom still unclear. It is suggested that more emphasis on rich mathematical tasks, productive pedagogies and developing teacher professional development that fosters both technological competence and pedagogy flexibility as proposed by many educational researchers is needed.


Techology; Mathematics Education

Full Text:



ACARA, (2010). Mathematics Curriculum: Draft Consultation version 1.1.0, Australian Curriculum Assessment and Reporting Authority, Viewed on 15 September 2010.

Assude, T. (2005). Time management in the work economy of a class. A case study: integration of cabri in primary school mathematics teaching. Educational Studies in Mathematics, 59(1), 183–203.

Assude, T., Buteaw, C., & Forgasz, H. (2010) Factors influencing the implementation of technology-rich mathematics curriculum and practices, In C. Hoyles and J. B. Lagrange (eds.), Mathematics Education and Technology-Rethinking the Terrain. (pp. 405-419). LLC, Springer Science + Business Media.

Ben-El-Mechaiekh, H., Buteau, C., & Ralph, W. (2007). MICA: a novel direction in undergraduate mathematics teaching. Canadian Mathematics Society Notes, 39(6), 9–11.

Borko, H., Whitcomb, J., & Liston (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60 (1), 3-7.

Brandy, L., & Kennedy K. (2007) Curriculum Construction 3th Edition. Pearson Education Australia.

Chinnapan, M. (2006). Using the productive pedagogies framework to build a community of learners online in mathematics education. Distance Education, 27(3), 355-366.

Commonwealth of Australian (2003). Australia’s teachers: Australia’s future. Advancing innovation, science, technology and mathematics. Agenda for action. Viewed on 26 November 2004 < www.dest.gov.au/schools/teachingreview>

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.

Fergusson, S (2009). Same tasks, different paths: catering for students’ diversity in mathematics classroom. APMC, 14 (2), 32-36.

Forgasz, H.J., Griffith, S., & Tan, H. (2006). Gender, equity, teachers, students, and technology use in secondary mathematics classrooms. In C. Hoyles, J. Lagrange, L. H. Son & N. Sinclair (Eds.), Proceedings for the Seventeenth ICMI Study Conference: Technology Revisited, Hanoi University of Technology, 3rd–8th December, 2006 (c82).

Goos, M., & Bennison, A. (2006) Technology in secondary mathematics classrooms: A survey of Queensland teachers. Paper presented at the annual conference of Australian Association for Research in Education, Adelaide 27-30 November.

Goos, M., Soury-Lavergne, S., Assude, T., Brown, J., Kong, C., et al (2010) Teacher and Teaching: Theoritical Perpective and Issues Concerning Classroom Implementation. In C. Hoyles and J. B.

Lagrange (eds.), Mathematics Education and Technology-Rethinking the Terrain. (pp. 311-328). LLC, Springer Science + Business Media.

Goos, M. (2010). A sociocultural framework for understanding technology integration in secondary school mathematics. PNA, 5(1), 1-10.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendation for future research. Education Tech Research Dev,55, 223-235.

Julie, C., Leung, A., Chi Thanh, N., Posadas, L. S., Sacritan, A.I., Sumenow, A. (2010). Some regional development in access and implementation of digital technologies and ICT. In C. Hoyles and J. B. Lagrange (eds.), Mathematics Education and Technology-Rethinking the Terrain. (pp. 311-328). LLC, Springer Science + Business Media.

Kaput, J. (2007). Technology is becoming infrastructure in mathematics education. Viewed on 20 October 2010.http://www.icme-organisers.dk/tsg15/ICME_Plenary_Kaput.pdf

Kendal, M., & Stacey, K. (2002) Teachers in transition: Moving towards CAS-supported classrooms. ZDM, 34 (5), 196-203.

Laborde, C., & StraBer, R. (2010) Place and use of new technology in teaching of mathematics: ICMI activities in the past 25 years. ZDM Mathematics Education, 42, 121-133.

Leedy, P. D., & Ormrod, J. E. (2010) Practical Research: Planning and Design, Pearson Education, Upper Saddle River, New Jersey.

Lim, J. P (2007), Effective integration of ICT in Singapore schools: Pedagogy and policy implication. Education Technology Research Dev, 55, 83-116.

Lynch, J. (2006) Assessing effects of technology usage on mathematics learning. Mathematics Education Research Journal, 18 (23), 29-43.

Matzen, N.J., & Edmunds, J. A (2000). Technology as catalyst for change: The role of professional development. Journal of Research on Technology Education, 39(4), 417-430.

Mishra, P. & Koehler, M.J. (2006) Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108 (6), 1017-1054.

Moulds, P. (2004). Rich Tasks. Educational Leaderships, 51 (4), 75-78.

Naeve, A., & Nilson, M. (2004). ICT enhanced mathematics education: In the framework of a knowledge manifold. Viewed on 20 October 2010.http://citeseerx.ist.psu.edu/viewdoc/download?.doi=

NRICH Specialist in Mathematics. (2010). University of Cambridge. Viewed on 15 October 2010. < http://nrich.maths.org/public/index.php>

Newhouse, C. P. (2001). A follow-up study of students using portable computers at a secondary school. British Journal of Educational Technology, 32(2), 209–219.

Oates, G. (2009). Integrated technology in the undergraduate curriculum: a case study of computer algebra system. Unpublished Dissertation of Doctor of Philosophy in Mathematics Education, The University of Auckland.

Olson, J. & Barrett, J. (2004). Coaching teachers to implement mathematics reform recommendations. Mathematics Teacher Education and Development, 6, 63–78.

Peirce, R., & Ball, L. (2009). Perception that may affect teachers’ intention to use technology in secondary mathematics classes. Educ Stud Math, 71, 299-317.

Queensland Educational Department (2002), Education Queensland Department’s New Basics project: Productive pedagogies. Viewed on 15 October 2010. http://education.qld.gov.au

Roschelle, J. M., Pea, R.D., Hoadley, C.M., Gordin, D.N., & Means, B.M. (2000). Changing how and what children learn in school with computer-based technology. Children and Computer Technology, 76-101.

Roschelle, J., Schechman, N., Tatar, D., Hedegus, S., Hopkins, B., Empson, S., Knudsen, J., Gallgher, L. P. (2010). Integration of

Technology, Curriculum and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies. American Educational Research Journal, 20(10), 1-46.

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York: MacMillan.

Snoeyink, R., & Ertmer, P. A. (2001–02). Thrust into technology: How veteran teachers respond. Journal of Educational Technology Systems, 30(1), 85–111.

Stacey, K. (2005). Accessing Results from Research on Technology in Mathematics Education. Australian Senior Mathematics Journal. 19 (1), 8-15.

Stein, M. K., Grover, B. W. & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488.

Thomas, M., Tyrrell, J., & Bullock, J (1996). Using the computer in mathematics classroom: The roles of teacher. Mathematics Education Research Journal, 8 (1), 38-57.

Victorian Curriculum & Assessment Authority. (2002). Sample units: Information and communication technology-Mathematics. Viewed on October 13, 2010, http://www.vcaa.vic.edu.au/preplO/csf/support/icts/ictspd.htmlttmaths

Victorian Curriculum & Assessment Authority. (2005). Information and communication technology in discipline-based learning-Mathematics, Viewed on October 13, 2010,

DOI: https://doi.org/10.29103/ijevs.v1i2.1440

Article Metrics

#### view : 219 times
PDF 10 times


  • There are currently no refbacks.

Copyright (c) 2019 Fitriati Fitriati

International Journal for Educational and Vocational Studies (IJEVS)

E-ISSN : 2684-6950