Digital resource developments for mathematics education involving homework across formal, non‐formal and informal settings

ABSTRACT The aim of this paper is to explore further an under‐developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non‐formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non‐formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11‐ to 14‐year‐old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non‐formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.