Technology mediated post-compulsory mathematics: An activity theory approach

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...

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Bibliographic Details
Published in:International journal of mathematical education in science and technology 2005-10, Vol.36 (7), p.769-777
Main Author: Fitzsimons, Gail E.
Format: Article
Language:English
Subjects:
Activity theory
Adults
Case Studies
Computer mediated communication
Educational Objectives
Educational Technology
ICT in education
Knowledge level
Literature reviews
Mathematics Education
Numeracy
Postcompulsory education
Teaching Methods
Work Environment
Workplace numeracy
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Summary: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.
ISSN:0020-739X
1464-5211
DOI:10.1080/00207390500271123