Technology use and changes in teaching mathematics

Abstract

This paper argues that there is a need for pedagogical change in the teaching of mathematics when using technology, which would require a pedagogical shift towards learner focused practice rather than the use of technology as a computational tool. It briefly explores the background issues to pedagogical usage of technology in secondary school mathematics classrooms, examining stages of development in the use of technology, two theories of learning and associated pedagogical approaches, the ‘intended’ versus the ‘delivered’ curriculum goals, and the need for learner focused teaching. Barriers to change are examined and some possible ways forward are considered.