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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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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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description	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.
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source	Taylor and Francis Science and Technology Collection; ERIC
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
title	Technology mediated post-compulsory mathematics: An activity theory approach
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