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      Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–2018

      Heliyon

      Elsevier

      Education, Mathematics

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          Abstract

          This article reviews literature in the field of ICTs in teaching/learning mathematics at an elementary school level. The findings to date in the field of teaching with technology in mathematics classrooms are very conflictual, with some studies indicating that ICTs impact positively on achievement through altering pedagogy, while other studies indicate that the effect on achievement and pedagogy is in fact negative. The current paper seeks to address the conflictual data by analysing a variety of meta-analyses and studies in order to answer the following questions: Does pedagogy alter with the use of ICTs in grade 6 mathematics classrooms and if so, in what ways does it vary? Secondly, does student achievement in mathematics change with the use of ICTs as teaching tools and if so, in what ways does it do so? Findings from the review indicate that student achievement in mathematics can be positively impacted using technology, depending on the pedagogical practices used by teachers. Technology on its own appears to have no significant impact on student's attainment. There is a dearth of findings regarding pedagogical variation with ICTs outside of a single meta-analysis that indicates that a ‘constructivist’ approach to teaching/learning with technology is the most effective approach to developing students' conceptually. Due to this gap in the literature, the paper outlines a theoretical framework for providing a nuanced study of pedagogical variation with ICTs drawing on Cultural Historical Activity Theory and TPACK that can track pedagogical change along various dimensions.

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          Most cited references 24

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            What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study

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                Author and article information

                Contributors
                Journal
                Heliyon
                Heliyon
                Heliyon
                Elsevier
                2405-8440
                27 May 2019
                May 2019
                27 May 2019
                : 5
                : 5
                Affiliations
                School of Education, University of Cape Town, South Africa
                Author notes
                []Corresponding author. joanne.hardman@ 123456uct.ac.za
                Article
                S2405-8440(19)33462-0 e01726
                10.1016/j.heliyon.2019.e01726
                6538960
                © 2019 The Author

                This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

                Categories
                Article

                mathematics, education

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