You are here:

Conditions Influencing Mathematics Teachers´ Uptake of Digital Tools – a Systematic Literature Review
PROCEEDING

, , , University of Gothenburg, Sweden

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With the digitization of society citizens need to develop competencies often referred to as 21th century skills. OECD emphasize mathematical literacy for students as a necessity to be able to take part in a modern society and work life. Despite these efforts, research reports a gap between expectations and actual usage. To understand and describe this gap we conducted a systematic literature review that outlines how mathematics teachers’ describe conditions for their uptake of digital tools in their teaching. Based on our review we suggest two crucial themes specific for explaining teachers’ uptake in mathematics. First, time to learn software specific for conceptual mathematical understanding and secondly, teachers subject specific perceptions about teaching and learning mathematics. The result shows that future research is needed to continue clarifying how digital tools can support teachers and as a consequence their students’ mathematics learning, suitable for the 21st century.

Citation

Utterberg, M., Lundin, J. & Lindström, B. (2017). Conditions Influencing Mathematics Teachers´ Uptake of Digital Tools – a Systematic Literature Review. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2016-2029). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References