A computer-assisted framework based on a cognitivist learning theory for teaching mathematics in the early primary years

Nasrin Moradmand, Amitava Datta, Grace Oakley

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

With the world moving rapidly into digital media and information, the ways in which learning activities in mathematics can be created and delivered are changing. However, to get the best results from the integration of ICTs in education, any application's design and development needs to be based on pedagogically appropriate principles, in terms of both learners' and teachers' needs. The first part of this paper provides an overview of relevant literature by presenting four interrelated key themes. Secondly, a new framework for using ICTs in the lower primary mathematics classroom (ages 5-8), based on current pedagogical views of mathematics education and a cognitivist learning theory, is proposed. Finally, suggestions for the development of appropriate software and multimedia content, based on the framework, are offered. © 2003 Randy Cecil.
Original languageEnglish
Pages (from-to)39-45
JournalAustralian Educational Computing
Volume27
Issue number2
Publication statusPublished - 2013

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