Gender and socio-economic issues in the use of digital technologies in mathematics

This paper has been prepared to address the issues and questions of the theme ‘access, equity and socio-cultural issues’. Findings from two studies are reported. In the first study gender issues in mathematical learning environments when computers were used were investigated. In the second effective practices for teaching disadvantaged or marginalised students with digital technology are canvassed. Teaching for equity and social justice in the digital age is complex. Teachers need to be aware that their beliefs and classroom practices may exacerbate gender and cultural inequalities in mathematics learning. Approaches that are consistent with social-constructivist and democratic theories need further investigation.

Multi-dimensional assessment of student capabilities in mathematics and science

This study investigated relationships between students’ understanding, performance, and disposition in mathematics and science. The results indicated that assessments should be used to promote all aspects of student capability. Separate frameworks of student capability in mathematics and science need to be created to capture the individual nuances within each subject.

Equity, social justice and ethics in mathematics education

The performativity policy mindset driving national and international testing highlights issues of equity in access and success according to socio-economic status, geographic location, ethnicity, gender and combinations of these factors. Researchers seek explanations for these inequities in terms encompassing engagement, participation and achievement to identify socially just and ethical practices at system, school and classroom level. The emergence of a theoretical perspective involving redistribution, recognition and participation (Fraser, 2013) is evident in a range of studies concerning leadership, professional learning, pre-service teacher education, and pedagogies that focus on equity and social justice in mathematics education. The challenge of ethical and socially just practices at all levels and social groups is in providing access to deep learning in mathematics and success in “knowledge making” (Jorgensen, 2014).

Innovation in language education: enriching Arabic language learner experiences and proficiency in 2D and 3D environments.

Abstract:-Global language and cultural communicative competency is an ever increasing requirement in our connected world. Learners of Arabic at the only five Australian universities where Arabic is taught have access to predominantly on-campus delivery modes. One of the main challenges learners face when learning another language (L2) in an academic setting in countries where that language is not actively used – so little L2 exposure – is that it is harder to provide meaningful contexts for learning. This restriction in L2 exposure in the formal academic framework is due to the limited face-to-face learning time and, more significantly, is compounded by lack of exposure to the language‟s authentic use settings. Students are often isolated from the target language‟s authentic discourse communities and native speakers. This situation is exacerbated for Cloud (online) students, studying in relative isolation. All of these factors make developing communicative oral fluency in Modern Standard Arabic (MSA) moredifficult and challenging for many learners. This paper will discuss two innovative approaches used at Deakin University in Melbourne, Australia to enable learners of Arabic at Deakin University to practice their developing skills by listening, practising, and experiencing directly how the language is used outside the classroom boundaries as well as allow learners to develop their oral and cultural communicative competency by engaging them in simulating and evolving authentic language scenarios with native Arabic speakers through the Virtual World (VW).