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dc.contributor.authorPepin, Ben
dc.contributor.authorChoppin, Jen
dc.contributor.authorRuthven, Kennethen
dc.contributor.authorSinclair, Nen
dc.date.accessioned2017-12-13T17:05:08Z
dc.date.available2017-12-13T17:05:08Z
dc.date.issued2017-10-01en
dc.identifier.issn1863-9690
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/270222
dc.description.abstractIn this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studies are at the same time predominantly framed by socio-cultural theories. Secondly, whilst there seems to be a continuing demarcation between the design(er) and the use(r), there is at the same time an emerging/increasing understanding that design continues in use, due to the different nature and affordances of DCR (as compared to traditional text curriculum resources). Thirdly, there is an apparent weakening of traditional demarcations between pedagogy and assessment, and between summative and formative assessment techniques, due to the nature and design of the automated learning systems. Fourthly, there is an increasing need for understanding the expanded space of interaction associated with the shift from static print to dynamic/interactive DCR, a shift that has the potential to support different forms of personalised learning and interaction with resources. Hence, we claim that DCR offer opportunities for change: of understandings concerning the design and use of DCR; of their quality; and of the processes related to teacher/student interactions with DCR—they provide indeed the foundations for change.
dc.publisherSpringer
dc.rightsAttribution 4.0 International
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectdigital curriculum resourcesen
dc.subjectcurriculum materials/resourcesen
dc.subjecte-textbooksen
dc.subjectcurriculumen
dc.subjectcurriculum design(er)en
dc.subjectcurriculum use(er)en
dc.subjectteacher/student interaction with curriculum resourcesen
dc.titleDigital curriculum resources in mathematics education: foundations for changeen
dc.typeArticle
prism.endingPage661
prism.issueIdentifier5en
prism.publicationDate2017en
prism.publicationNameZDMen
prism.startingPage645
prism.volume49en
dc.identifier.doi10.17863/CAM.17065
dcterms.dateAccepted2017-07-27en
rioxxterms.versionofrecord10.1007/s11858-017-0879-zen
rioxxterms.versionAM*
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/en
rioxxterms.licenseref.startdate2017-10-01en
dc.contributor.orcidRuthven, Kenneth [0000-0002-5186-6707]
dc.identifier.eissn1863-9704
rioxxterms.typeJournal Article/Reviewen
cam.issuedOnline2017-08-12en
cam.orpheus.successThu Jan 30 13:01:11 GMT 2020 - The item has an open VoR version.*
rioxxterms.freetoread.startdate2100-01-01


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International