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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

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

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Digital resource developments for mathematics education involving homework across formal, non-formal and informal settings. / Radović, Slaviša; Passey, Donald.

In: Curriculum Journal, Vol. 27, No. 4, 01.10.2016, p. 538-559.

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@article{d2bbdb8497ac44d08b496dec62d02724,
title = "Digital resource developments for mathematics education involving homework across formal, non-formal and informal settings",
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 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 {\textquoteleft}extended pedagogies{\textquoteright} is introduced; implications are outlined.",
keywords = "mathematics education, mathematics curriculum, 11-14-year-olds, homework, formal, informal and non-formal learning, policy directions",
author = "Slavi{\v s}a Radovi{\'c} and Donald Passey",
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",
year = "2016",
month = oct,
day = "1",
doi = "10.1080/09585176.2016.1158726",
language = "English",
volume = "27",
pages = "538--559",
journal = "Curriculum Journal",
issn = "0958-5176",
publisher = "Taylor and Francis Ltd.",
number = "4",

}

RIS

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 -