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.
| Translated title of the contribution | Hvordan kan en IT-kompetent matematiklærere profitere ved deltagelse i et IT-integrerende projekt? |
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| Original language | English |
| Title of host publication | Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education |
| Editors | Csaba Csíkos, Attila Rausch, Judit Szitányi |
| Number of pages | 8 |
| Volume | 4 |
| Place of Publication | Szeged, Hungary |
| Publication date | Aug 2016 |
| Pages | 211-218 |
| ISBN (Print) | 9781365455063 |
| Publication status | Published - Aug 2016 |
| Event | Mathematics education: How to solve it? - University of Szeged, Szeged, Hungary Duration: 3 Aug 2016 → 8 Aug 2016 Conference number: 40 |
Conference
| Conference | Mathematics education: How to solve it? |
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| Number | 40 |
| Location | University of Szeged |
| Country/Territory | Hungary |
| City | Szeged |
| Period | 03/08/16 → 08/08/16 |
| Series | Proceeding of the 40th Conference of the Group for the Psychology of Mathematics Education |
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Keywords
- education, professions and jobs