Teaching the incidental mathematics: How integrated tasks with digital technologies unlocked mathematics concepts in primary school classrooms

Abstract

Integrated STEM learning is gaining momentum globally. Despite the foundational role of mathematics in STEM, it is often overshadowed by other disciplines. The growing emphasis in education on students developing their skills in digital technologies and finding connections between learning in mathematics and digital technologies led to the development of this 12-month project. In this exploratory multiple case study, primary teachers were supported to develop integrated mathematics and digital technologies tasks through professional learning and mentoring. Teachers trialled tasks in their classrooms and shared the tasks and their reflections during professional learning and mentoring sessions, providing opportunity for feedback and learning. The purpose of the aspect of the project reported in this paper was to explore the opportunities for making extra mathematical connections that arose from integrating mathematics and digital technologies. Through stories told in mentoring sessions, teachers from two schools reported their students’ deepened understanding. Teachers were able to engage in augmented learning opportunities as they activated knowledge of content and curriculum and specialised content knowledge, making connections to more mathematics concepts than they had intended to teach. These findings indicate that integrating mathematics and digital technologies can potentially provide opportunities to deepen and consolidate learning in mathematics through connections beyond the initially intended concepts.