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Introducing iPads into Primary Mathematics Classrooms: Teachers' Experiences and Pedagogies

Introducing iPads into Primary Mathematics Classrooms: Teachers' Experiences and Pedagogies

Catherine Attard
Copyright: © 2015 |Pages: 21
ISBN13: 9781466687141|ISBN10: 1466687142|EISBN13: 9781466687158
DOI: 10.4018/978-1-4666-8714-1.ch009
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MLA

Attard, Catherine. "Introducing iPads into Primary Mathematics Classrooms: Teachers' Experiences and Pedagogies." Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, edited by Maria Meletiou-Mavrotheris, et al., IGI Global, 2015, pp. 193-213. https://doi.org/10.4018/978-1-4666-8714-1.ch009

APA

Attard, C. (2015). Introducing iPads into Primary Mathematics Classrooms: Teachers' Experiences and Pedagogies. In M. Meletiou-Mavrotheris, K. Mavrou, & E. Paparistodemou (Eds.), Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education (pp. 193-213). IGI Global. https://doi.org/10.4018/978-1-4666-8714-1.ch009

Chicago

Attard, Catherine. "Introducing iPads into Primary Mathematics Classrooms: Teachers' Experiences and Pedagogies." In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, edited by Maria Meletiou-Mavrotheris, Katerina Mavrou, and Efi Paparistodemou, 193-213. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8714-1.ch009

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Abstract

The fast pace of technology has meant that new technologies are often being introduced into classrooms without knowledge of how they can be used to enhance teaching and learning in mathematics. This chapter explores how a small group of teachers used a new technology, the iPad, to teach mathematics within the first six months of their implementation and without the support of professional development. Findings from two separate studies are presented to support the argument that care should be taken when introducing any new technology to teach mathematics in primary classrooms and appropriate professional development that addresses the combination of mathematical content, pedagogy and technology is critical for all teachers, regardless of teaching experience.

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