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Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools

Bretscher, N; (2021) Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools. Research in Mathematics Education (In press).

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Abstract

This study investigates associations between mathematics pedagogy and teachers’ integration of Information Communication Technologies (ICT). As an early adopter of presentation-oriented hardware and software in mathematics classrooms, England represents a critical case for investigating associations between mathematics pedagogy and teachers’ integration of ICT into classroom practice. This paper reports the results of a survey of English secondary mathematics teachers’ use of ICT (n = 183). Using Rasch analysis to construct a measure of mathematics pedagogy, a consistent trend is found between frequent use of “teacher-centred” software and a more “student-centred” orientation. The analysis also suggests that some “teacher-centred” practices involving ICT may instead be construed as “dominant” practices. Taken together with case-study evidence of teachers’ ICT integration from research on technology in education, these findings challenge assumptions about relationships between mathematics pedagogy and ICT integration prevalent in the mathematics education literature.

Type: Article
Title: Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools
Publisher version: https://www.tandfonline.com/toc/rrme20/current
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Digital technology, mathematics education, mathematics pedagogy, technology integration
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10110559
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