title: Exploring shifts in teaching practice through the use of digital technology in the mathematics classroom: A qualitative study

authors: N-Garrett, Kerry

abstract: Abstract
Recent debates have highlighted the declining academic performance of New Zealand students in mathematics. This study explored the innovative use of digital technology in teaching practices to potentially enhance student performance. The aim of this study was to better understand year 7-10 mathematics teachers perceptions of the aspects that influence their use or not of digital technology. 

Using a qualitative methodology, specifically Interpretative  Phenomenological Analysis (IPA), the research allowed for open-ended exploration, providing narrative accounts that support teacher reflection and offer in-depth insights into their perspectives. 

Discussions focused on the influences affecting digital technology use and its actual and desired roles in teaching. Professional learning and development were considered to illustrate the dynamic nature of digital approaches in mathematics classrooms and how teacher perceptions have evolved. The study identified a fluid nature in teaching practices, reflecting educators’ commitment to meeting professional standards.

Literature debates the optimal use of digital technology for achieving educational outcomes, with some advocating for a one-size-fits-all student-centric approach. However, this study found that in secondary mathematics, out-of-field teaching is common, raising the profile of digital technology as a support tool, depending on the software used. This highlighted issues such as mathematics anxiety among teachers and a lack of content knowledge. Collective efficacy emerged as a strength in schools that maximised dedicated mathematics software to enhance student outcomes. The use of a qualitative methodology like IPA has allowed for the research undertaken to be open ended, where outcomes cannot be predicted or controlled. This approach provided the narrative account to support teacher reflective capacity and equally allowed the researcher to interpret teacher perspectives and develop indepth insights.

Discussion was undertaken reflecting the influences at play, and the actual and desired role of digital technology at the time of the research. Consideration of professional learning and development helped to illustrate the dynamic nature of a digital approach within the mathematics classroom, and subsequently how teacher perception of what is desirable has changed. These factors suggested the fluid nature of teaching practice as changes were undertaken that reflect the commitment made by educators as they addressed the requisite standards of the teaching profession.

Debate exists within literature about the use of digital technology and the role played in achieving the optimal outcomes, perhaps considered, but yet to be achieved. The delivery of quality instruction is now thought of as inclusive of the use of digital technology. Theory suggests a one-size-fits-all adoption of student-centric practice will enable the transformative potential of digital technology use to be optimised. Debate exists within literature of this one-size-fits-all approach. 
In a secondary mathematics environment, it is not unusual for teachers to teach out-of-field, raising the profile of the use of digital technology in teaching practice, as a possible support, depending on the software. This highlighted the issue of mathematics anxiety faced by teachers and discussed within this study. Both considerations related to a lack of knowledge content by teachers within the mathematics classroom. Collective efficacy became a strength developed over time within two of the schools of this study as they maximised the potential of the dedicated mathematics software available to enhance student outcomes. The COVID-19 pandemic, occurring during the study, emphasised the impact of immersive online teaching models, adding depth to the dialogue on digital technology use.

The conclusions support the need for teacher participation in decisions regarding digital platform resourcing and usage. Collaborative decision-making between leadership and teachers can alleviate anxiety related to transforming teaching practices. Teacher resilience, identity and agency were significant in the transformative use of digital technology. The study identified multiple influences on teaching practices and teachers’ choices regarding digital technology, suggesting that teachers are hybrid practitioners, employing both teacher and student-centric practices to achieve desire student outcomes.

text: Exploring shifts in teaching practice through the use of digital technology in the mathematics classroom: A qualitative study Abstract
Recent debates have highlighted the declining academic performance of New Zealand students in mathematics. This study explored the innovative use of digital technology in teaching practices to potentially enhance student performance. The aim of this study was to better understand year 7-10 mathematics teachers perceptions of the aspects that influence their use or not of digital technology. 

Using a qualitative methodology, specifically Interpretative  Phenomenological Analysis (IPA), the research allowed for open-ended exploration, providing narrative accounts that support teacher reflection and offer in-depth insights into their perspectives. 

Discussions focused on the influences affecting digital technology use and its actual and desired roles in teaching. Professional learning and development were considered to illustrate the dynamic nature of digital approaches in mathematics classrooms and how teacher perceptions have evolved. The study identified a fluid nature in teaching practices, reflecting educators’ commitment to meeting professional standards.

Literature debates the optimal use of digital technology for achieving educational outcomes, with some advocating for a one-size-fits-all student-centric approach. However, this study found that in secondary mathematics, out-of-field teaching is common, raising the profile of digital technology as a support tool, depending on the software used. This highlighted issues such as mathematics anxiety among teachers and a lack of content knowledge. Collective efficacy emerged as a strength in schools that maximised dedicated mathematics software to enhance student outcomes. The use of a qualitative methodology like IPA has allowed for the research undertaken to be open ended, where outcomes cannot be predicted or controlled. This approach provided the narrative account to support teacher reflective capacity and equally allowed the researcher to interpret teacher perspectives and develop indepth insights.

Discussion was undertaken reflecting the influences at play, and the actual and desired role of digital technology at the time of the research. Consideration of professional learning and development helped to illustrate the dynamic nature of a digital approach within the mathematics classroom, and subsequently how teacher perception of what is desirable has changed. These factors suggested the fluid nature of teaching practice as changes were undertaken that reflect the commitment made by educators as they addressed the requisite standards of the teaching profession.

Debate exists within literature about the use of digital technology and the role played in achieving the optimal outcomes, perhaps considered, but yet to be achieved. The delivery of quality instruction is now thought of as inclusive of the use of digital technology. Theory suggests a one-size-fits-all adoption of student-centric practice will enable the transformative potential of digital technology use to be optimised. Debate exists within literature of this one-size-fits-all approach. 
In a secondary mathematics environment, it is not unusual for teachers to teach out-of-field, raising the profile of the use of digital technology in teaching practice, as a possible support, depending on the software. This highlighted the issue of mathematics anxiety faced by teachers and discussed within this study. Both considerations related to a lack of knowledge content by teachers within the mathematics classroom. Collective efficacy became a strength developed over time within two of the schools of this study as they maximised the potential of the dedicated mathematics software available to enhance student outcomes. The COVID-19 pandemic, occurring during the study, emphasised the impact of immersive online teaching models, adding depth to the dialogue on digital technology use.

The conclusions support the need for teacher participation in decisions regarding digital platform resourcing and usage. Collaborative decision-making between leadership and teachers can alleviate anxiety related to transforming teaching practices. Teacher resilience, identity and agency were significant in the transformative use of digital technology. The study identified multiple influences on teaching practices and teachers’ choices regarding digital technology, suggesting that teachers are hybrid practitioners, employing both teacher and student-centric practices to achieve desire student outcomes.

year: 2025-05-11

title: Literacy, Freire and the university

authors: Roberts, Peter

subjects: Literacy

abstract: Literacy has become a popular topic for scholarly investigation in recent years. Historians, anthropologists, sociologists, linguists, and educationists, among others, have contributed to the development of 'literacy studies' as a field of inquiry. This thesis concentrates on the conceptual and ethical dimensions of literacy. The central argument is that people ought to become critically literate. This idea is developed and defended through a detailed examination of the work of Paulo Freire, and applied in evaluating contemporary debates in First World universities.

The first chapter focuses on three broad literatures. A brief critique of adult literacy research is followed by a more extensive review of the wider literacy studies literature. Four areas are highlighted for comment: the oral-literate divide; the relationship between literacy and economic growth; literacy, reproduction and resistance; and postmodernist perspectives on literacy. A case for further conceptual and ethical work on literacy is advanced. Attention then turns to controversies over 'political correctness', canons and core curricula in higher education. The potential value of literacy studies scholarship for assessing debates in these areas is noted, and the merits of concentrating on Freire are considered.

Freire's ideas are outlined and analysed in chapter two. Emphasis is placed on the importance of contextualized, holistic, anti-reductionist, critical readings in approaching Freire from the First World. The major tenets of Freire's philosophy are summarized, and key features of Freirean pedagogy are discussed. Liberating education, for Freire, is critical, dialogical and praxical. An exploration of Freire's theory and practice reveals a multifaceted notion of critical literacy, built around the central theme of 'reading the word and the world'. Freire speaks of critically engaging both texts and contexts, and of transforming the 'text' that is social reality itself.

The third chapter addresses some of the conceptual problems signalled in chapter one. The chapter offers a framework for analysing definitions and constructs of literacy, and applies this in evaluating quantitative, qualitative and pluralist responses to the question 'What is literacy?'. Pluralist stances appear to have the most to offer in understanding the multiplicity of distinct social forms reading and writing assume. The chapter advances the view that literacies are non-neutral and not necessarily worthwhile. The value of a given form of literacy, it is maintained, can only be determined through reference to a substantive ethical position.

Chapter four responds to criticisms of the assumptions which underpin Freire's ethical and educational ideal. The notion of conscientization provides the central focus throughout the chapter. Freire's pedagogy is defended at some length against strong attacks from Berger, Walker and Bowers. Programmes of literacy education, it is argued, are necessarily interventionist. Freire's promotion of critical consciousness in his work with illiterate adults in Brazil, while not without its problems and contradictions, is ultimately supported. The chapter also considers postmodern critiques of universalist thought, and reaffirms the need for political commitment in times of dramatic change and uncertainty. An individualist reading of critical consciousness is rejected, and the concept of conscientization is reappraised in light of the postmodern recognition of multiple subjectivities.

The final chapter brings ideas from earlier parts of the thesis to bear on a discussion of battles over political correctness, 'Great Books', and the university curriculum. The chapter takes the position that Freire would oppose educational policies and practices premised on politically correct assumptions. This proposition is contingent upon a particular definition of 'political correctness': one which specifies intolerance of, or deliberate neglect of, opposing views as the pivotal criterion. Two main groups in the war over 'the canon' are identified: traditionalists and reformists. After finding fault with ideas from both sides of the debate, an alternative position is articulated. Building on the discussion of conscientization and critical literacy in earlier chapters, a programme based on the in-depth, dialogical examination of a small number of texts from a range of perspectives is outlined.

text: Literacy, Freire and the university Literacy has become a popular topic for scholarly investigation in recent years. Historians, anthropologists, sociologists, linguists, and educationists, among others, have contributed to the development of 'literacy studies' as a field of inquiry. This thesis concentrates on the conceptual and ethical dimensions of literacy. The central argument is that people ought to become critically literate. This idea is developed and defended through a detailed examination of the work of Paulo Freire, and applied in evaluating contemporary debates in First World universities.

The first chapter focuses on three broad literatures. A brief critique of adult literacy research is followed by a more extensive review of the wider literacy studies literature. Four areas are highlighted for comment: the oral-literate divide; the relationship between literacy and economic growth; literacy, reproduction and resistance; and postmodernist perspectives on literacy. A case for further conceptual and ethical work on literacy is advanced. Attention then turns to controversies over 'political correctness', canons and core curricula in higher education. The potential value of literacy studies scholarship for assessing debates in these areas is noted, and the merits of concentrating on Freire are considered.

Freire's ideas are outlined and analysed in chapter two. Emphasis is placed on the importance of contextualized, holistic, anti-reductionist, critical readings in approaching Freire from the First World. The major tenets of Freire's philosophy are summarized, and key features of Freirean pedagogy are discussed. Liberating education, for Freire, is critical, dialogical and praxical. An exploration of Freire's theory and practice reveals a multifaceted notion of critical literacy, built around the central theme of 'reading the word and the world'. Freire speaks of critically engaging both texts and contexts, and of transforming the 'text' that is social reality itself.

The third chapter addresses some of the conceptual problems signalled in chapter one. The chapter offers a framework for analysing definitions and constructs of literacy, and applies this in evaluating quantitative, qualitative and pluralist responses to the question 'What is literacy?'. Pluralist stances appear to have the most to offer in understanding the multiplicity of distinct social forms reading and writing assume. The chapter advances the view that literacies are non-neutral and not necessarily worthwhile. The value of a given form of literacy, it is maintained, can only be determined through reference to a substantive ethical position.

Chapter four responds to criticisms of the assumptions which underpin Freire's ethical and educational ideal. The notion of conscientization provides the central focus throughout the chapter. Freire's pedagogy is defended at some length against strong attacks from Berger, Walker and Bowers. Programmes of literacy education, it is argued, are necessarily interventionist. Freire's promotion of critical consciousness in his work with illiterate adults in Brazil, while not without its problems and contradictions, is ultimately supported. The chapter also considers postmodern critiques of universalist thought, and reaffirms the need for political commitment in times of dramatic change and uncertainty. An individualist reading of critical consciousness is rejected, and the concept of conscientization is reappraised in light of the postmodern recognition of multiple subjectivities.

The final chapter brings ideas from earlier parts of the thesis to bear on a discussion of battles over political correctness, 'Great Books', and the university curriculum. The chapter takes the position that Freire would oppose educational policies and practices premised on politically correct assumptions. This proposition is contingent upon a particular definition of 'political correctness': one which specifies intolerance of, or deliberate neglect of, opposing views as the pivotal criterion. Two main groups in the war over 'the canon' are identified: traditionalists and reformists. After finding fault with ideas from both sides of the debate, an alternative position is articulated. Building on the discussion of conscientization and critical literacy in earlier chapters, a programme based on the in-depth, dialogical examination of a small number of texts from a range of perspectives is outlined.

year: 1995

title: Foreword- Rotorua Lakes Symposium 2013

authors: Green, John

abstract: The Rotorua Te Arawa Lakes programme is now at a critical phase where nutrient budgets are to be established for landowners across the catchment of Lake Rotorua. The challenge is to reduce the existing nutrient load to the lake by over 43% by 2032.

text: Foreword- Rotorua Lakes Symposium 2013 The Rotorua Te Arawa Lakes programme is now at a critical phase where nutrient budgets are to be established for landowners across the catchment of Lake Rotorua. The challenge is to reduce the existing nutrient load to the lake by over 43% by 2032.

year: 2013