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eContent for Teaching and
Learning of Mathematics: Need,

Scope and FOSS
Prof. A.K. Wazalwar
&
Dr. Angel Rathnabai
Mathematics Learning & Teaching: Use of Technology
● Mathematics requires abstractions. It is a discipline in which the

learners learn to generalise, formulate and prove statements based on
logic. In learning to abstract, children would need concrete material,
tools for visualisation, experience and known context as scaffolds to
help them.
● Children are expected to verify principles or patterns and would also

be trying to find out exceptions to these. So, while on the one hand
children would be expected to observe patterns and make
generalisations, they would also be required to identify and find
exceptions to the generalisations, extend patterns to new situations and
check their validity.
● Over the last two decades technology has changed the way
world works and this change has significantly impacted the
way students learn and interact with Mathematics.
● Effective use of technology can enhance student learning by

developing understanding, stimulating interest, and increasing
student proficiency in mathematics. In addition, strategic use
of technology promotes equity by allowing greater access to
mathematics by all students.
● Due to the rapid improvement of technology, the world is changing more quickly
than ever before, so the future is even more uncertain. The children born from
1980 to about 2000 are known as the Net Generation. They are the most
technologically-savvy generational groups. Now many believe that a new
generational cohort, Generation-Z, began in about 2000.
● As a result, it is important to equip students with not only academic content

knowledge, but also with general skills that will enable students to face any
situation with confidence. It is no longer enough for students to be proficient in
mathematics, reading, and writing; students need to have more tools at their
disposal. These tools generally come in the form of various higher-level thinking
and communication skills, often referred to as 21st century skills.
● Information and communication technology (ICT) literacy, media and internet

literacy, data interpretation and analysis, computer programming is one of the 21st
century skill.
TECHNOLOGY TOOLS
Content Specific Tools
These include hardware and software such as calculators,
computer algebra system, Dynamic and interactive geometry
software, applets, and spreadsheets.
Learners can use these tools for computation, construction and
Two types of representation as they explore problems.
Technological
Content Neutral Tools
tools These include communication and collaboration tools, web-based digital media,
presentation software/hardware such as interactive whiteboards and web-based
resources.
These tools enhance access to information, improve collaboration among students
and teachers, provide opportunities to develop more effective presentations and
promote communication with other stakeholders.
● Mathematics should emerge as a subject of exploration and creation rather
than an exercise of finding old answers to old and complicated problems.
The Mathematics classroom should not expect a blind application of
ununderstood algorithm and should encourage children to find many
different ways to solve problems.
● For generating proofs in geometry the figures constructed are also models of
the ideal dimensionless figure. These diagrams are, however, more abstract
than the concrete models required for attempting problems in arithmetic and
algebra. Helping children to develop the ability to construct appropriate
models by breaking up the problems and evolving their own strategies and
analysis of problems is extremely important. This should replace prescriptive
algorithms to solve problems.
● Mathematics has to be close to the experience and environment of
the child and be abstract at the same time. From the comfort of
context and/or models linked to their experience they need to move
towards working with ideas. Learning to abstract helps formulate
and understand arguments.
● NEP 2020 suggests introduction of a new curricular area of

Computational Thinking along with Mathematics Education right
from the early years of the school education. Coding is another
such area which has been suggested.
• The approach to integrate digital literacy in the early years of
Mathematics should be to use ICT as teachers’ aid to explain the
application or provide the visual context of abstract concepts e.g.,
converging lines, decimal, mixed fractions, etc. and observe harmony
between the practical application and theoretical concepts of
mathematics.
• The use of technology also promotes inquiry and contributes to

mathematical reflection, problem identification and decision making.
• The use of technology cannot replace an excellent teacher nor ensure
the development of conceptual understanding, computational
fluency, or problem-solving skills. Teachers need to be decision
makers in determining when and how their students can use
technology most effectively.
• Technology provides an opportunity for teachers to rethink

fundamental pedagogical issues in teaching and learning of
Mathematics alongside the approaches to learning that students need
to apply in classrooms.
● Teaching is being viewed as a process of facilitating students’
learning by creating a learning environment conducive to inquiry.
This necessitates the teachers to upgrade and reorient themselves.
Though every teacher has her own style, still here comprehensive
technology exposures along with how to design digital content
resources with pedagogical approaches need to be worked upon.
● There is a need to integrate technology use in mathematics

curriculum at school stage in India so that learners can access a
better way of learning while connecting to & visualising other
concepts and teachers can have a stronger sense of the technology’s
utility and connection to learning outcomes.
● Appropriate professional development is key to assist teachers not
only in the use of new software tools but also introducing a variety
of ways by which they could successfully utilize technology in their
teaching practices.
● Software applications are resources and it is more important to think

about the nature of the user’s experiences. Use of software can be
invoked in two distinct ways. Sometimes it is appropriate to give
the users a ready-made document or file which has been already
created and invite them to explore it. At other times, it may be better
for users to create their own from a scratch, as they express
themselves with contentment by means of a more open application
or resource.
Repository for Digital Resource for Mathematics
1. ePathshala
2. Digital Infrastructure for Knowledge Sharing (DIKSHA)
3. Study Webs of Active Learning for Young Active Minds
(SWAYAM), Massive Open Online Course (MOOC)
4. SWAYAM PRABHA (a group of 32 DTH channels broadcasting
high quality educational contents)
5. https://www.olabs.edu.in/?pg=topMenu&id=58
6. https://virtuallabs.merlot.org/vl_math.html
7. https://phet.colorado.edu/en/simulations/filter?subjects=math&type=
html,prototype
Subject Specific Tools for Teaching and Learning of
Mathematics
Geogebra Robocompass
Online Geoboard
SageMath
KmPlot
Mathics
Pedagogical implications of subject specific tools
● The power of software such as GeoGebra lies in the way its

users interact directly with geometric figures they have
constructed (or that have been pre-constructed for them). This
interaction occurs in a continuous and dynamic way, by means
of the direct control of one’s hand on the mouse.
● For us, the most striking and powerful impact comes when, in
pursuit of a mathematical question or goal, students directly
explore a geometric realm while interacting with their hands,
eyes and focused minds.
● One of the issues in describing the concepts in text is that one necessarily misses
the visualisation aspects. Not least among these is the sense of surprise and
wonder that animating mathematical diagrams and images can bring,
externalizing and setting back in motion images that have been held static within
the pages of textbooks. Towards this pedagogical requirement we need to
separate out exploratory versus expressive approaches to using GeoGebra.
● In other words, we must confront the decision of offering users preconstructed

files to explore versus providing students with tasks that require the construction
of their own figures. And, as always, there is the general pedagogic question
like, what kind of questions and tasks can help students to focus their attention
on the mathematically important aspects of the situations presented to them by
others or generated by them.
● ICTs are used in education in two general ways: to support existing
traditional pedagogical practices (teacher-centric, lecture-based,
rote learning) as well as to enable more learner-centric,
constructivist learning models. Research suggests that both are
useful, but that ICTs are most effective when they help to enable
learner-centric pedagogies.
● However, despite the fact that ICTs can enable new types of
teaching and learning styles, at present mostly they are being used
to support traditional learning practices.
● To bring a change effort should be to empower teacher to develop
○ With an inquiry-based culture.

○ With a community of explorers.
○ Where curiosity, creativity, and questioning are valued.
○ Where resources and opportunities are made readily available.
○ Where students can “work” like scientists engaged in the process of
collective sense- making.
● A variety of changes must be implemented to optimize teacher use of

ICTs. Shifting pedagogies, redesigning the curriculum and assessment,
and providing more autonomy to the schools will help to optimize the use
of ICT. With sufficient enabling factors in place, teachers can utilize ICTs
in as constructivist a manner as their pedagogical philosophies would
permit.
● This is a very exciting time in the development of the educational
use of ICT because of recent breakthroughs in technology which
are making mobile computing devices ever smaller, powerful,
robust, affordable and practicable.
● We need considerable developments in the educational use of ICT

to support classroom teaching of mathematics with teachers having
access to technological tools, and most also should have used
Interactive and Virtual Learning Environment platforms (VLE).
Students should have hands-on access to ICT in their normal
mathematics lessons when and where needed.

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eContent for Teaching and

Learning of Mathematics: Need,

● Mathematics requires abstractions. It is a discipline in which the

● Children are expected to verify principles or patterns and would also

● Effective use of technology can enhance student learning by

● As a result, it is important to equip students with not only academic content

● Information and communication technology (ICT) literacy, media and internet

● NEP 2020 suggests introduction of a new curricular area of

• The use of technology also promotes inquiry and contributes to

• Technology provides an opportunity for teachers to rethink

● There is a need to integrate technology use in mathematics

● Software applications are resources and it is more important to think

● The power of software such as GeoGebra lies in the way its

● In other words, we must confront the decision of offering users preconstructed

○ With an inquiry-based culture.

● A variety of changes must be implemented to optimize teacher use of

● We need considerable developments in the educational use of ICT

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