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Mathematics lecturing in the digital age

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journal contribution
posted on 2017-08-17, 11:39 authored by Sven Trenholm, Lara AlcockLara Alcock, Carol Robinson
In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.

History

School

  • Science

Department

  • Mathematical Sciences

Published in

International Journal of Mathematical Education in Science and Technology

Volume

43

Issue

6

Pages

703 - 716

Citation

TRENHOLM, S., ALCOCK, L. and ROBINSON, C., 2012. Mathematics lecturing in the digital age. International Journal of Mathematical Education in Science and Technology, 43 (6), pp.703-716.

Publisher

© Taylor and Francis

Version

  • AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2012

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 09/01/2012, available online: http://dx.doi.org/10.1080/0020739X.2011.646325.

ISSN

0020-739X

eISSN

1464-5211

Language

  • en

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