Sustaining integrated technology in undergraduate mathematics

Show simple item record Oates, Gregory en
dc.contributor.editor Harrison, M en 2012-03-27T22:29:12Z en 2011 en
dc.identifier.citation International Journal of Mathematical Education in Science and Technology 42(6):709-721 Article number 1 2011 en
dc.identifier.issn 0020-739X en
dc.identifier.uri en
dc.description.abstract The effective integration of technology into the teaching and learning of mathematics remains one of the critical challenges facing contemporary tertiary mathematics. This article reports on some significant findings of a wider study investigating the use of technology in undergraduate mathematics. It first discusses a taxonomy developed to describe and compare technology use within individual courses and departments that identifies a complex range of factors, summarized under six defining characteristics of an integrated technology mathematics curriculum (ITMC). An instrument for a simple comparison of technology use employing the elements of this taxonomy is provided. It then presents evidence gathered from an observational study of technology implementation at The University of Auckland, and examines this evidence against the taxonomy. The findings suggest that while the underlying complexity of the taxonomy limits a categorical definition of integrated technology, it does provide an effective means for examining the issues confronting those wishing to implement and sustain integrated technology in undergraduate mathematics. An integrated, holistic approach, which aims for curricular consistency across all the characteristics described in the taxonomy, provides the basis for a more effective and sustainable ITMC. Key findings, some of which will be considered in more detail in this discussion, include: the importance of mandating technology use in official departmental policy; paying attention to consistency and fairness in assessment; re-evaluating the value of topics in the curriculum; re-establishing the goals of undergraduate courses; and developing the pedagogical technical knowledge of teaching staff. en
dc.publisher Taylor & Francis en
dc.relation.ispartofseries International Journal of Mathematical Education in Science and Technology en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.subject Undergraduate Mathematics, Technology, Curriculum en
dc.title Sustaining integrated technology in undergraduate mathematics en
dc.type Journal Article en
dc.identifier.doi 10.1080/0020739X.2011.575238 en
pubs.issue 6 en
pubs.begin-page 709 en
pubs.volume 42 en
dc.rights.holder Copyright: Taylor & Francis en
pubs.end-page 721 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 317164 en
pubs.number 1 en
pubs.record-created-at-source-date 2012-03-11 en

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