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Using Technology to Support My Teaching of Mathematics in a Play-Based Learning Environment

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Professional Learning from Classroom-Based Inquiries

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Abstract

Whilst developing effective technological pedagogy can be a challenge, it is essential to realise that technology is here to stay, and it has the potential to enhance teaching and learning if used correctly. This inquiry explored the use of iPads to support the teaching of basic number knowledge inspired by the play-based learning approach in a new entrant class of learners. This study followed the Teaching as Inquiry model (TAI) which focuses on improving outcomes for students whilst guiding teachers as they learn from their practice (Sinnema and Aitken in Changing trajectories of teaching and learning. New Zealand Council for Educational Research, 2011). TAI presents three key components which are detailed as—focusing inquiry, teaching inquiry, and learning inquiry (Barker and Buntting in The professional practice of teaching in New Zealand. Cengage, pp. 23–55, 2016). The focusing inquiry component identified the outcomes for the learners and how the learners would achieve these outcomes. The teaching inquiry component identified the teaching strategies which were used to support learners to achieve these outcomes. The learning inquiry component looked at the results of the teaching and implications for future teaching. The iPad intervention for this inquiry was implemented during mathematics classes over a period of three weeks. Findings from this inquiry suggest that iPad application had a positive influence on a small group of learners’ number knowledge and problem-solving strategies, and that the pedagogical approaches used in integrating iPads in the mathematics lesson seem to have also contributed to their learning.

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  1. Hingaia Peninsula School, Karaka, New Zealand

    Ingrid Booth

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  1. Ingrid Booth
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Correspondence to Ingrid Booth .

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  1. Education, Auckland University of Technology, Auckland, New Zealand

    Jyoti Rookshana Jhagroo

  2. Auckland University of Technology, Auckland, New Zealand

    Patricia Martha Stringer

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Booth, I. (2023). Using Technology to Support My Teaching of Mathematics in a Play-Based Learning Environment. In: Jhagroo, J.R., Stringer, P.M. (eds) Professional Learning from Classroom-Based Inquiries. Springer, Singapore. https://doi.org/10.1007/978-981-99-5099-7_6

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  • DOI: https://doi.org/10.1007/978-981-99-5099-7_6

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