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ERIC Number: EJ947261
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-2156-7069
Information Technology in University-Level Mathematics Teaching and Learning: A Mathematician's Point of View
Borovik, Alexandre
Research in Learning Technology, v19 n1 p73-85 2011
Although mathematicians frequently use specialist software in direct teaching of mathematics, as a means of delivery e-learning technologies have so far been less widely used. We (mathematicians) insist that teaching methods should be subject-specific and content-driven, not delivery-driven. We oppose generic approaches to teaching, including excessively generalist, content-free, one-size-fits-all promotion of information and communications technology. This stance is fully expressed, for example, in the recent Teaching Position Statement from the London Mathematical Society (2010) and is supported by a recent report from the National Union of Students (2010, 5): "Not every area of study needed or was compatible with e-learning, and so to assume it would grant blanket advantages was not accurate". This paper is an attempt to explain mathematicians' selectivity in use of information and communications technology and its guiding principles. The paper is addressed to our non-mathematician colleagues and is not intended to be a survey of the existing software and courseware for mathematics teaching--the corpus of existing solutions is enormous and its discussion inevitably involves hardcore mathematics. (Contains 4 notes and 5 figures.)
Co-Action Publishing. Ripvagen 7, SE-175 64 Jarfalla, Sweden. Tel: +46-18-4951138; e-mail: info@co-action.net; Web site: http://www.co-action.net/journals/Journals_index.php?
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom