TY - CHAP
T1 - Policies and Implementations for Technology Integration in Mathematics Education
T2 - Perspectives from Around the World
AU - Sacristán, Ana Isabel
AU - Faggiano, Eleonora
AU - Santacruz-Rodríguez, Marisol
AU - Rocha, Helena
N1 - Publisher Copyright:
© Springer Nature Switzerland AG 2024.
PY - 2024/6/22
Y1 - 2024/6/22
N2 - In this chapter, we examine the role of policies and other factors affecting digital technology (DT) integration in mathematics education. In particular, we develop a cross-national analysis of the impact on DT implementation in four countries: two countries in Europe (Italy and Portugal) and two countries in Latin America (Colombia and Mexico). We analyze the role that policies, political changes, reforms, curricula, educational organization and systems, sociocultural aspects, and teachers’ training, knowledge, and beliefs play toward possible DT implementations. We observe that there is a discourse in policies to promote digital technologies’ use, but in practice the availability and integration of such resources in mathematics classrooms is still scarce. We also note that the efforts done during the pandemic did not change this, promoting general ICT use, rather than DT resources that might enhance mathematics teaching and learning.
AB - In this chapter, we examine the role of policies and other factors affecting digital technology (DT) integration in mathematics education. In particular, we develop a cross-national analysis of the impact on DT implementation in four countries: two countries in Europe (Italy and Portugal) and two countries in Latin America (Colombia and Mexico). We analyze the role that policies, political changes, reforms, curricula, educational organization and systems, sociocultural aspects, and teachers’ training, knowledge, and beliefs play toward possible DT implementations. We observe that there is a discourse in policies to promote digital technologies’ use, but in practice the availability and integration of such resources in mathematics classrooms is still scarce. We also note that the efforts done during the pandemic did not change this, promoting general ICT use, rather than DT resources that might enhance mathematics teaching and learning.
KW - Cross-national study
KW - Digital technologies
KW - Mathematics education
KW - National systems
KW - Policies
UR - http://www.scopus.com/inward/record.url?scp=85200595926&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-45667-1_52
DO - 10.1007/978-3-031-45667-1_52
M3 - Chapter
AN - SCOPUS:85200595926
SN - 978-3-031-45666-4
T3 - Springer International Handbooks of Education
SP - 1263
EP - 1305
BT - Handbook of Digital Resources in Mathematics Education
PB - Springer Nature
ER -