Blended Learning, E-Learning and Mobile Learning in Mathematics Education

Autor/inn/en	Borba, Marcelo C.; Askar, Petek; Engelbrecht, Johann; Gadanidis, George; Llinares, Salvador; Aguilar, Mario Sánchez
Titel	Blended Learning, E-Learning and Mobile Learning in Mathematics Education
Quelle	In: ZDM: The International Journal on Mathematics Education, 48 (2016) 5, S.589-610 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0798-4
Schlagwörter	Blended Learning; Electronic Learning; Mathematics Education; Influence of Technology; Search Engines; Information Retrieval; Case Studies; Online Courses; Electronic Libraries; Cooperative Learning; Multimedia Materials; Electronic Publishing; Teacher Education; Educational Research; Instructional Design; Internet; Literature Reviews + Suchen Sie Ihr Suchwort? Mathematische Bildung; Suchmaschine; Case study; Fallstudie; Case Study; Online course; Online-Kurs; Digitale Bibliothek; Elektronische Bibliothek; Kooperatives Lernen; Elektronisches Publizieren; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in Portuguese and Spanish. We identify five sub-areas of research, important trends of development, and illustrate them using case studies: mobile technologies, massive open online courses (MOOCs), digital libraries and designing learning objects, collaborative learning using digital technology, and teacher training using blended learning. These examples of case studies may help the reader to understand how recent developments in this area of research have evolved in the last few years. We conclude the report discussing some of the implications that these digital technologies may have for mathematics education research and practice as well as making some recommendations for future research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01