Learning and teaching mathematics with the use of technology

Course Information
TitleΜάθηση και Διδασκαλία Μαθηματικών με τη χρήση τεχνολογιών / Learning and teaching mathematics with the use of technology
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorDespoina Desli
Course ID600015089

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Class ID
Course Type 2016-2020
  • Background
  • General Knowledge
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
By the end of the course students will demonstrate that they have: • Enhanced their content knowledge, skills and understanding in mathematics in order to increase children’s learning and understanding of mathematics as well as to develop mathematical knowledge for teaching. • Been able to recognize the pedagogical use of integration of digital technologies in mathematics education • Learned to design mathematical activities that place an emphasis on enquiry-based approaches with the use of new technologies or physical manipulatives. • Acquired a considered rationale for choice of teaching approaches from research in mathematics education. • Developed methods and approaches in the successful integration of digital technologies in learning environments and the teaching process. • Been able to relate findings from existing literature with teaching practice.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Design and manage projects
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This course focuses on basic theoretical issues and research examples regarding the integration of digital technologies in mathematics teaching and learning. Working with mathematics curriculum and via discussions as well as readings from mathematics education research, students examine several teaching approaches in order to create learning opportunities for students and at the same time to develop mathematical knowledge for teaching. They also ‘enact’ themselves with materials (analysing mathematical tasks; selection of tasks and activities; development of analysis schedule for materials) and relate theory, research and practice.
primary school mathematics, mathematics activities and material
Educational Material Types
  • Slide presentations
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Reading Assigment250.8
Written assigments501.7
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Oral Exams (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Course Bibliography (Eudoxus)
Asplin, P., Frid, S., & Sparrow, L. (2006). Game playing to develop mental computation: A case study. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 46-53). Adelaide: MERGA. Bragg, L. (2012). Testing the effectiveness of mathematical games as a pedagogical tool for children’s learning. International Journal of Science and Mathematics Education, 10, 1445-1467. Chang, M., Evans, M.A., Kim, S., Norton, A., Deater-Deckard, K., & Samur, Y. (2016). The effects of an educational video game on mathematical engagement. Education and Information Technologies, 21(5), 1283-1297. Daghistani, B. (2011). Effective use of educational games in the development of some thinking skills of kindergarten children. Trends in Applied Science Research, 6, 656-671. Drijvers, P., Doorman, M., Kirschner, P., Hoogveld, B., & Boon, P. (2014). The effect of online tasks for algebra on student achievement in Grade 8. Technology, Knowledge and Learning, 19(1-2), 1-18. Jang, S-I, & Tsai, M-F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers and Education, 59(2), 327-338. Lehrer, R., & Chazan, D. (1995, Ed.). Designing learning environments for developing understanding of geometry and space. LEA. Σκουμπουρδή, Χ. (2012). Σχεδιασμός ένταξης υλικών και μέσων στη μαθηματική εκπαίδευση των μικρών παιδιών. Αθήνα: Πατάκης. van de Walle, Lovin, L.H., Karp, K.S., & Bay-Williams, J.M. (2017). Μαθηματικά από το νηπιαγωγείο ως το Γυμνάσιο. Αθήνα: Gutenberg. Virvou, M., Katsionis, G., & Manos, K. (2005). Combining software games with education: evaluation of its educational effectiveness. Educational Technology and Society, 8(2), 54-65.
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