Teaching mathematics remotely: changed practices in distance education

Thomas LOWRIE, Robyn Jorgensen

Research output: Contribution to journalArticle

3 Citations (Scopus)
5 Downloads (Pure)

Abstract

This investigation explored the challenges of creating meaningful mathematics practices for a community engaged in Distance Education (DE). Specifically, the study maps the influence of new technologies on the practices of a learning community where mathematics was taught remotely. The theoretical framework of this study utilised Bourdieu’s work on practice to consider the changed nature of the field, in this case, remote education provision, over time. By using Bourdieu’s notion of field, we are better able to understand the ways in which practices and discourses shape particular ways of working in rural education provision. The results of the study show that Field 1 was innovative and beyond the non-school world, while Field 2 lagged behind the technological resources of the non-school world.
Original languageEnglish
Pages (from-to)371-383
Number of pages13
JournalMathematics Education Research Journal
Volume24
Issue number3
DOIs
Publication statusPublished - 2012
Externally publishedYes

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Distance Education
Mathematics Teaching
mathematics
Teaching
education
community
new technology
Resources
discourse
resources
learning
Community
Education

Cite this

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Teaching mathematics remotely: changed practices in distance education. / LOWRIE, Thomas; Jorgensen, Robyn.

In: Mathematics Education Research Journal, Vol. 24, No. 3, 2012, p. 371-383.

Research output: Contribution to journalArticle

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