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Digital technologies and mathematics education 5-18: A rapid review of international policy and practice

In September 2011, JMC produced a working group report on Digital technologies and mathematics education. Ten years on, JMC is revisiting and updating this work in the light of changes in education systems, transformations in the availability and uses of technology, and following the impact of the global pandemic. The 2011 report highlighted that the potential of digital technologies in mathematics education was generally under-realised and recommended changes to curriculum and assessment, alongside professional development, to better exploit this potential. Unfortunately, relatively limited progress appears to have been made in the UK.

However, over the past decade, a number of educational systems internationally have attempted system-level (policy) initiatives to integrate digital technologies in mathematics, or in closely related areas of the curriculum. This includes developments in computational thinking, the use of online learning environments and in assessment. The JMC is keen to understand international developments in this area, and the extent to which they show promise either in better exploiting the potential of digital technologies or in laying the groundwork for such doing so. The JMC is particularly interested in ‘low cost – high impact’ initiatives, as well as innovative approaches to overcoming the well-known challenges and barriers to implementation.

Given the nature, scale and scope of this review, careful selection of the most relevant sources will be key. This will include research papers, books and reports, but will likely also draw heavily on evaluation reports, government documents and grey literature as appropriate.

Digital technologies and mathematics education 5-18: A rapid review of international policy and practice