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
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Digital resource developments for mathematics education involving homework across formal, non-formal and informal settings
AU - Radović, Slaviša
AU - Passey, Donald
N1 - 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
PY - 2016/10/1
Y1 - 2016/10/1
N2 - 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 ininformal 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 settingsare modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.
AB - 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 ininformal 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 settingsare modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.
KW - mathematics education
KW - mathematics curriculum
KW - 11-14-year-olds
KW - homework
KW - formal, informal and non-formal learning
KW - policy directions
U2 - 10.1080/09585176.2016.1158726
DO - 10.1080/09585176.2016.1158726
M3 - Journal article
VL - 27
SP - 538
EP - 559
JO - Curriculum Journal
JF - Curriculum Journal
SN - 0958-5176
IS - 4
ER -