Abstract
This paper reports how an information and communications technology (ICT) system can support greater connection across and outcomes from home and school mathematics learning practices for 11-to-14-year-old pupils. The article details: (1) the purpose, background and theoretical basis of the study; (2) the design approach, including features, accessibility and implementation of a web platform (eZbirka) created as a tool for solving teacher-reported problems in learning practices; (3) the methodological approach adopted for the study; and (4) the effects and contributions of web-based home-and-school-linked practice on pupils and teachers. Interviews with and surveys from pupils and teachers were used to gather data. Findings highlighted the efficacy of the system, indicating benefits arising when pupils and teachers used the entire range of features. This communication and collaboration tool enabled teachers to assist pupils in developing knowledge and abilities only a short time after its inception. Research revealed specific features of the software that support ICT integration into mathematics teaching and learning practices; specifically, it shifts an ineffective learning process and offers new ways of thinking about mathematical learning.
Highlights
This paper reports how an information and communications technology (ICT) system can support greater connection across and outcomes from home and school mathematics learning practices for 11-to-14-year-old pupils
An overview of the context of teachers and pupils in which the system was developed will initially be presented, together with a discussion and consideration of key factors concerned with the importance of homework, its role in educational systems and the ways it fits into teaching practices
Regarding homework, published teaching method instructions given in the guidelines for the implementation of the mathematics curriculum for primary schools state: BHomework assignments are an important component of the teaching process
Summary
This paper considers the challenge and outcomes of creating software to support mathematical thinking behaviours through learning activities in school, to connect across different environments, and provide teachers with necessary information about pupils’ thinking and their knowledge levels. Regarding homework, published teaching method instructions given in the guidelines for the implementation of the mathematics curriculum for primary schools state: BHomework assignments are an important component of the teaching process They test how much the pupils have mastered certain materials, but they present an introduction of independent work and self-education to pupils. Andrić (2011), in a study about homework tasks, makes a comment on their value in the educational system in Serbia, saying: BHomework assignments are probably the most frequent form of checking pupils’ knowledge and skills in mathematics They are mainly given to pupils after each teaching period i.e. class, regardless of whether it is time to acquire new knowledge or time for practicing. This was the key purpose for the development of the educational software eZbirka
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