The promise of online mathematics instruction programmes: producing the mathematics learner and school mathematics

References

• 3P Learning. (2020). Mathletics. https://www.mathletics.com/nz/
   Google Scholar
• Attard, C. (2016). Research evaluation of Matific mathematics learning resources: Project report.
   Google Scholar
• Attard, C., & Holmes, K. (2020). “It gives you that sense of hope”: An exploration of technology use to mediate student engagement with mathematics. Heliyon, 6, e02945.
   PubMed Web of Science ®Google Scholar
• Ball, S. J., & Youdell, D. (2007). Hidden privatisation in public education (preliminary report). London: Institute of Education.
   Google Scholar
• Borba, M., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM Mathematics Education, 48, 589–610.
   Google Scholar
• Borba, M., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2017). Digital technology in mathematics education: Research over the last decade. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education ICME-13 (pp. 221–233). Basingstoke: Springer.
   Google Scholar
• Burton, L. (2004). “Confidence is everything” – Perspectives of teachers and students on learning mathematics. Journal of Mathematics Teacher Education, 7, 357–381.
   Google Scholar
• Darragh, L. (2013). Constructing confidence and identities of belonging in mathematics at the transition to secondary school. Research in Mathematics Education, 15, 215–229.
   Google Scholar
• Darragh, L., & Franke, N. (2021). Online mathematics programs and the figured world of primary school mathematics in the digital era. Mathematics Education Research Journal. Advance online publication. doi:https://doi.org/10.1007/s13394-021-00384-9
   PubMed Web of Science ®Google Scholar
• Day, L. (2013). A snapshot of the use of ICT in primary mathematics classrooms in Western Australia. APMC, 18(1), 16–24.
   Google Scholar
• Day, L. (2014). ICT the changing landscape. Australian Primary Mathematics Classroom, 19(2), 23–27.
   Google Scholar
• Drijvers, P. (2018). Tools and taxonomies: A response to Hoyles. Research in Mathematics Education, 20(3), 229–235.
   Web of Science ®Google Scholar
• Engelbrecht, J., Llinares, S., & Borba, M. (2020). Transformation of the mathematics classroom with the internet. ZDM – Mathematics Education, 52, 825–841.
   Google Scholar
• Foucault, M. (1982). The subject and power. In H. Dreyfus & P. Rabinow (Eds.), Beyond structuralism and hermeneutics (pp. 208–226). Harvester.
   Google Scholar
• Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education, 20(3), 209–228.
   Web of Science ®Google Scholar
• Ideland, M. (2021). Google and the end of the teacher? How a figuration of the teacher is produced through an ed-tech discourse. Learning, Media and Technology, 46(1), 33–46.
   Web of Science ®Google Scholar
• Jablonka, E. (2017). Gamification, standards and surveillance in mathematics education: An illustrative example. In A. Chronaki (Ed.), Proceedings of the Ninth International Mathematics Education and Society Conference (Vol. 2, pp. 544–553). Argonafton: University of Thessaly Press.
   Google Scholar
• Knox, J., Williamson, B., & Bayne, S. (2020). Machine behaviourism: Future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning, Media and Technology, 45(1), 31–45.
   Web of Science ®Google Scholar
• Lange, D. (1988). Tomorrow's schools. New Zealand Government Printer.
   Google Scholar
• Llewellyn, A. (2016). Problematising the pursuit of progress in mathematics education. Educational Studies in Mathematics, 92(3), 299–314.
   Web of Science ®Google Scholar
• Macgilchrist. (2018). The “digital subjects” of twenty-first-century education: On datafication, educational technology and subject formation. In P. P. Trifonas & S. Jagger (Eds.), Routledge handbook of cultural studies in education (pp. 239–254). New York, NY: Routledge.
   Google Scholar
• MathsBuddy. (2020). MathsBuddy: Your online maths tutor. https://www.mathsbuddy.co.nz/
   Google Scholar
• McMaster, C. (2013). Working the “shady spaces”: Resisting neoliberal hegemony in New Zealand education. Policy Futures in Education, 11(5), 523–531.
   Google Scholar
• McRae, P. (2013). Rebirth of the teaching machine through the seduction of data analytics: This time it’s personal [Online resource]. https://nepc.colorado.edu/blog/rebirth-teaching-machine-through-seduction-data-analytics-time-its-personal
   Google Scholar
• Ministry of Education. (2016). Four year plan 2016–2019. Wellington: Ministry of Education. https://www.education.govt.nz/our-work/publications/statement-of-intent/four-year-plan-2016-2020/
   Google Scholar
• Nansen, B., Chakraborty, K., Gibbs, L., Vetere, F., & MacDougall, C. (2012). “You do the math”: Mathletics and the play of online learning. New Media & Society, 14(7), 1216–1235.
   Web of Science ®Google Scholar
• Nicholas, K., & Fletcher, J. (2017). What is happening in the use of ICT mathematics to support young adolescent learners? A New Zealand experience. Educational Review, 69(4), 474–489.
   Web of Science ®Google Scholar
• Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM – Mathematics Education, 49, 645–661.
   Google Scholar
• Popkewitz, T. (2004). The alchemy of the mathematics curriculum: Inscriptions and the fabrication of the child. American Educational Research Journal, 41(1), 3–34.
   Web of Science ®Google Scholar
• Powell, D. (2014). Assembling the privatisation of physical education and the ‘inexpert’ teacher. Sport, Education and Society, 20(1), 73–88.
   Web of Science ®Google Scholar
• Reinhold, F., Hoch, S., & Reiss, K. (2019). Research potential of interactive textbook perspectives for research in mathematics education. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher & H. Wuschke (Eds.), Proceedings of the Third International Conference on Mathematics Textbook Research and Development (pp. 37–38). Warburger: Universitatsbibliothek Paderborn.
   Google Scholar
• Remillard, J. (2016). Keeping an eye on the teacher in the digital curriculum race. In M. Bates & Z. Usiskin (Eds.), Digital curricula in school mathematics (pp. 195–204). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital development: Personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, 31(4), 405–420.
   Web of Science ®Google Scholar
• Selwyn, N. (2016). Minding our language: Why education and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 41(3), 437–443.
   Web of Science ®Google Scholar
• Studyladder. (2020). Studyladder. https://www.Studyladder.co.nz
   Google Scholar
• Sumdog. (2020). Sumdog. https://pages.Sumdog.com/
   Google Scholar
• Thrupp, M., O'Neill, J., Powell, D., & Butler, P. (2020). Private actors in New Zealand schooling: The path to saturation. Journal of Educational Administration and History, 52(4), 385–402.
   Web of Science ®Google Scholar
• Utterberg, M., Tallvid, M., Lundin, J., & Lindström, B. (2019). Challenges in mathematics teachers’ introduction to a digital textbook: Analyzing contradictions. Journal of Computers in Mathematics and Science Teaching, 38(4), 337–359.
   Google Scholar
• Vincent-Lancrin, S., Urgel, J., Kar, S., & Jacotin, G. (2019). Measuring innovation in education 2019: What has changed in the classroom? Educational Research and Innovation. OECD Publishing. https://doi.org/https://doi.org/10.1787/9789264311671-en
   Google Scholar
• Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114.
   Web of Science ®Google Scholar
• Wright, N., & Peters, M. (2017). Sell, sell, sell or learn, learn, learn? The EdTech market in New Zealand’s education system – Privatisation by stealth? Open Review of Educational Research, 4(1), 164–176.
   Web of Science ®Google Scholar