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  • Digital Resource Developments for Mathematics Education involving Homework pre-print

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Curriculum Journal on 19/04/2016, available online: http://www.tandfonline.com/10.1080/09585176.2016.1158726

    Accepted author manuscript, 802 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Digital resource developments for mathematics education involving homework across formal, non-formal and informal settings

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>1/10/2016
<mark>Journal</mark>Curriculum Journal
Issue number4
Volume27
Number of pages22
Pages (from-to)538-559
Publication statusPublished
Early online date19/04/16
Original languageEnglish

Abstract

The aim of this paper is to explore further an under-developed area how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in
informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings
are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Curriculum Journal on 19/04/2016, available online: http://www.tandfonline.com/10.1080/09585176.2016.1158726