EQUITY ISSUES AFFECTING MATHEMATICS LEARNING USING ICT

Sara Hennessy · Penelope H. Dunham

13 citations0/0 files storedResearch in Mathematics Education

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Gender and Technology in Education Mathematics Education and Teaching Techniques Educational Innovations and Technology

Abstract

Our concern is the inequities that arise from differential access and use of educational technology in mathematics for groups characterised by gender, ethnicity, income level and ability. As access to information and communications technology (ICT) increases both in homes and schools, our paper asks whether previous inequities are being ironed out or exacerbated. Equity is considered from the three perspectives proposed by Fennema (1990), namely in terms of: (a) opportunities to learn (physical access); (b) educational treatment (how technology is used, by whom), and the social and psychological factors influencing its use; (c) educational outcomes (impacts on achievement, attitudes and motivation). Suggested policies and pedagogies for removing the boundaries between technology ‘haves’ and ‘have-nots’ are presented.

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1997Life on the Screen: Identity in the Age of the Internet 1998Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics.2000Who's Wired and Who's Not: Children's Access to and Use of Computer Technology 1995Computer Supported Collaborative Learning 2000Teachers' Tools for the 21st Century: A Report on Teachers' Use of Technology.1997Race-Ethnicity, SES, Gender, and Lanuage Proficiency Trends in Mathematics Achievement: An Update 1997The effects of age, gender and computer experience upon computer attitudes 1991Equity and Computers in the Schools: A Decade of Research

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