Abstract
We investigate an ICT-competent mathematics teacher’s potentials for professional development as she participates in a sixth-grade statistics project aimed at developing practices that integrate ICTs. This is a critical case study, partly because the teacher is not challenged by the proposed ICTs. We use a theoretical framework for classroom mathematical practices to conceptualise teachers´ learning from a participatory perspective. On the one hand, the teacher realises a potential for a more dialogical approach to teaching. On the other hand, she appears to maintain her habits in relation to ICT-use. These contrary tendencies negatively influence the students’ learning opportunities. We offer explanations for why the teacher seems to sticks with her ICT-habits as well as suggestions for future research- and development projects.
Bidragets oversatte titel | Hvordan kan en IT-kompetent matematiklærere profitere ved deltagelse i et IT-integrerende projekt? |
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Originalsprog | Engelsk |
Titel | Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education |
Redaktører | Csaba Csíkos, Attila Rausch, Judit Szitányi |
Antal sider | 8 |
Vol/bind | 4 |
Udgivelsessted | Szeged, Hungary |
Publikationsdato | aug. 2016 |
Sider | 211-218 |
ISBN (Trykt) | 9781365455063 |
Status | Udgivet - aug. 2016 |
Begivenhed | Mathematics education: How to solve it? - University of Szeged, Szeged, Ungarn Varighed: 3 aug. 2016 → 8 aug. 2016 Konferencens nummer: 40 |
Konference
Konference | Mathematics education: How to solve it? |
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Nummer | 40 |
Lokation | University of Szeged |
Land/Område | Ungarn |
By | Szeged |
Periode | 03/08/16 → 08/08/16 |
Navn | Proceeding of the 40th Conference of the Group for the Psychology of Mathematics Education |
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Emneord
- Uddannelse, professioner og erhverv
- Digital teknologi
- Demonstrationsskoleforsøg