Technology mediated post-compulsory mathematics: An activity theory approach

by: Gail E Fitzsimons

International Journal of Mathematical Education in Science and Technology, Vol. 36, No. 7. (October 2005), pp. 769-777.

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Abstract

This article draws on a sociocultural activity theory approach to identify considerations in the development of technology mediated mathematics education for learners at the post-compulsory level. It suggests that the use of technology should be aligned with the intended goals and objectives of the learning. In particular, it is necessary to take into account contexts both inside and outside of the institution where mathematical knowledges and skills may be transformed as tools or artefacts in the process of pursuing extra-mathematical objectives. To this end, the article incorporates findings from theoretical and case study research into adult numeracy in the workplace.

@article{citeulike:447070, abstract = {This article draws on a sociocultural activity theory approach to identify considerations in the development of technology mediated mathematics education for learners at the post-compulsory level. It suggests that the use of technology should be aligned with the intended goals and objectives of the learning. In particular, it is necessary to take into account contexts both inside and outside of the institution where mathematical knowledges and skills may be transformed as tools or artefacts in the process of pursuing extra-mathematical objectives. To this end, the article incorporates findings from theoretical and case study research into adult numeracy in the workplace.}, author = {Fitzsimons, Gail E. }, citeulike-article-id = {447070}, journal = {International Journal of Mathematical Education in Science and Technology}, keywords = {tl}, month = {October}, number = {7}, pages = {769--777}, posted-at = {2005-12-22 06:04:54}, priority = {2}, series = {The Fifth Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning}, title = {Technology mediated post-compulsory mathematics: An activity theory approach}, volume = {36}, year = {2005} }

RIS record

TY - JOUR ID - citeulike:447070 L3 - citeulike-article-id:447070 TI - Technology mediated post-compulsory mathematics: An activity theory approach SE - The Fifth Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning JF - International Journal of Mathematical Education in Science and Technology VL - 36 IS - 7 SP - 769 EP - 777 N2 - This article draws on a sociocultural activity theory approach to identify considerations in the development of technology mediated mathematics education for learners at the post-compulsory level. It suggests that the use of technology should be aligned with the intended goals and objectives of the learning. In particular, it is necessary to take into account contexts both inside and outside of the institution where mathematical knowledges and skills may be transformed as tools or artefacts in the process of pursuing extra-mathematical objectives. To this end, the article incorporates findings from theoretical and case study research into adult numeracy in the workplace. KW - tl AU - Fitzsimons, Gail PY - 2005/10// ER -

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