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Technology for Mathematics Education: Equity, Access and Agency

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Book cover Mathematics Education and Technology-Rethinking the Terrain

Part of the book series: New ICMI Study Series ((NISS,volume 13))

Abstract

In this chapter, issues of equity – including gender, access, and agency – with respect to the learning of mathematics with technology are examined. Research findings are not equivocal. Compared to late developing countries, where issues of access to technology can be complicated by educational and cultural values and beliefs, there seems to be greater access to technology to be used for the learning of mathematics in developed nations. There also appears to be some disparity in findings on the relationship between technology use and gender differences in mathematics achievement; in some countries the gender gap favoring males may be closing, while in other countries, where there have been little or no gender differences in the past, the gap may be widening. Areas in which more research is needed have been identified.

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Author information

Authors and Affiliations

  1. Monash University, Monash, VIC, Australia

    Helen J. Forgasz

  2. Victoria University, Melbourne, VIC, Australia

    Colleen Vale

  3. Departamento de Matemática Educativa, Centro de Investigación y de Estudios Avanzados del IPN (Cinvestav), Mexico, Mexico

    Sonia Ursini

Authors
  1. Helen J. Forgasz
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  2. Colleen Vale
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  3. Sonia Ursini
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Editors and Affiliations

  1. Inst. Education, University College London, Bedford Way 20 , London, WC1H 0AL, United Kingdom

    Celia Hoyles

  2. IUFM de Reims, rue Gabriele Voisin 11, Reims, 51100, France

    Jean-Baptiste Lagrange

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Forgasz, H.J., Vale, C., Ursini, S. (2009). Technology for Mathematics Education: Equity, Access and Agency. In: Hoyles, C., Lagrange, JB. (eds) Mathematics Education and Technology-Rethinking the Terrain. New ICMI Study Series, vol 13. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0146-0_18

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