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A recent Google search for ‘Help with maths’ produced 57 600 000 results, indicating that there are literally millions of online resources claiming to provide assistance with mathematics. As mathematics educators, however, we remain largely uninformed about students’ use of such resources, particularly when they are self-initiated and often accessed in an out of classroom environment. This paper reports on a study that investigated the resources Grade 8 and 9 students accessed when requiring support with understanding mathematical concepts. The study found that while friends and teachers were often students’ preferred options, they did access online sites, particularly in the later years of schooling. The study has implications for students and teachers including the potential for online resources to both complement and challenge the traditional role of the teacher and contemporary classroom practices.

Item Type:	Refereed Conference Paper
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Teaching and Instruction Technologies
UTAS Author:	Muir, T (Associate Professor Tracey Muir)
ID Code:	85623
Year Published:	2013
Deposited By:	Education
Deposited On:	2013-07-24
Last Modified:	2017-12-09
Downloads:	7 View Download Statistics