The Fourth Industrial Revolution: Implications for School Mathematics

Ajay Ramful; Sitti Maesuri Patahuddin

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Chapter 2 The Fourth Industrial Revolution

Implications for School Mathematics

In: Teaching and Learning in the 21st Century

Authors:

Ajay Ramful

Ajay Ramful
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Sitti Maesuri Patahuddin

Sitti Maesuri Patahuddin
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Type:: Chapter

Pages:: 13–29

DOI:: https://doi.org/10.1163/9789004460386_002

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Abstract

In this reflective chapter, we undertake a mapping exercise from the anticipated demands arising from the Fourth Industrial Revolution to the foreseeable mathematical readiness and disposition incumbent on our secondary school students. Industry 4.0 is categorized by the increasing automaticity and interoperability of production systems which are becoming extensively data-driven. As technologies are developed within Industry 4.0, they also become available as by-products for the field of education, changing the rules and norms of learning. An immediate concern is an extent to which school mathematics is preparing our youngsters to develop a mindset that can embrace these technologies and be ready for new jobs that we may not have considered. We attempt to provide anticipative answers to the following two questions: (i) What are the enablers that can nurture the appropriation of the affordances of Industry 4.0 in the teaching and learning of school mathematics? (ii) How should the school mathematics curriculum be revamped to align it to the demands of Industry 4.0 and develop the incumbent dispositions in preparation for future vocational and functional obligations? To answer the two questions, firstly, we review steps that have already been initiated to accommodate the tools of Industry 4.0 in the domain of mathematics education. Secondly, as a didactic exercise, we map out the mathematical skills that new technological frontiers may require in light of projected developments. We also preempt some of the challenges that this new revolution may engender such as resistance to changes from influential stakeholders and changes in teachers’ mindset and preparation. We use the knowledge gathered in mathematics education as a backdrop to chart a trajectory that can potentially embody the new technologies from Industry 4.0 into our discipline.

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Teaching and Learning in the 21st Century

Embracing the Fourth Industrial Revolution

Series: Advances in Innovation Education, Volume: 6

Cover Teaching and Learning in the 21st Century

E-Book ISBN:: 9789004460386

Publisher:: Brill

Print Publication Date:: 28 Apr 2021

Subjects
- Education

Front Matter

Preface

Acknowledgments

Figures and Tables

Notes on Contributors

Chapter 1 Exploring Teaching and Learning in the 21st Century

Part 1 The 21st-Century Curriculum

Chapter 2 The Fourth Industrial Revolution

Chapter 3 Embracing the Fourth Industrial Revolution by Developing a More Relevant Educational Spectrum

Part 2 The 21st-Century Classroom Environment

Chapter 4 Visualizing as a Means of Understanding in the Fourth Industrial Revolution Environment

Chapter 5 Transforming the Classroom Context

Part 3 The 21st-Century Teacher

Chapter 6 Teaching and Assessment Skills Needed by 21st-Century Teachers

Chapter 7 Pre-Service Technology Teachers’ Learning Experiences of Teaching Methods for Integrating the Use of Technologies for the Fourth Industrial Revolution

Chapter 8 Pre-Service Teacher Educators’ Experiences of Using Mobile Technologies in the Teaching and Learning of Mathematics and Technology Education for the Fourth Industrial Revolution

Part 4 The 21st-Century Student

Chapter 9 Teaching and Learning Science in the 21st Century

Chapter 10 Genius-Hour

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Chapter 2 The Fourth Industrial Revolution

Implications for School Mathematics

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Teaching and Learning in the 21st Century

Embracing the Fourth Industrial Revolution

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