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Universal design for learning as a context for embedding technology in primary school mathematics

Harbison, Lorraine orcid logoORCID: 0000-0002-1945-7241 and McGill, Shauna orcid logoORCID: 0000-0002-7748-087X (2019) Universal design for learning as a context for embedding technology in primary school mathematics. Project Report. SCoTENS. ISBN 978-1-906444-85-3

Abstract
In this cross-border comparative study, 29 Postgraduate Certificate in Education students in Northern Ireland and 28 final year Bachelor of Education students in the Republic of Ireland were given a questionnaire to assess their baseline Technological, Pedagogical, and Content Knowledge for teaching mathematics (Mishra & Koehler, 2006). A teaching intervention followed in which students engaged in modules on mathematics education, digital learning and assessment, as part of their compulsory studies in Initial Teacher Education. What was novel with the approach taken, was that the students were introduced to the educational framework, Universal Design for Learning (Rose & Meyer, 2000) in order to successfully integrate all three modules and to embed technology in planning mathematics lessons. The students undertook school placement where technology was an integral part of planning to support children’s mathematical understanding through providing multiple means of representation, action and expression, and engagement (CAST, n.d.). After this, the students retook the questionnaire. Findings show that by embedding the three key principles of Universal Design in Initial Teacher Education modules; multiple means of representation, action and expression, and engagement; an ideal context is provided for which to develop students’ Technological, Pedagogical, and Content Knowledge for teaching mathematics in the primary school classroom.
Metadata
Item Type:Monograph (Project Report)
Refereed:Yes
Uncontrolled Keywords:Universal Design for Learning, Primary Mathematics, Technology
Subjects:Computer Science > Information technology
Social Sciences > Education
Social Sciences > Educational technology
Social Sciences > Teaching
Mathematics
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of STEM Education, Innovation, & Global Studies
Research Initiatives and Centres > Center for the Advancement of Science Teaching and Learning (CASTeL)
Publisher:SCoTENS
Copyright Information:© 2019
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
Funders:The Standing Conference on Teacher Education, North and South
ID Code:23957
Deposited On:26 Nov 2019 11:10 by Lorraine Harbison . Last Modified 06 Aug 2020 11:34
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