
06494807
j
2015f.01045
ClarkWilson, Alison
Learning to use new technologies  embrace those lesson hiccups. II.
Math. Teach. (Derby) 236, 3133 (2013).
2013
Association of Teachers of Mathematics (ATM), Derby
EN
U73
D73
didactics of mathematics
lower secondary
discovery learning
learning problems
information technology
ICT tools
media technology
mathematical software
handheld computers
calculators
computer as educational medium
student activities
generalisation
surprises
unanticipated moments in teaching
hiccup types
research
unanticipated responses
perturbations
student errors
student difficulties
error messages
enigmatic feedback
instrumentation process
Pythagorean theorem
media education
ME 2015f.01042
Summary: The author continues the theme from [the author, ibid. 235, 3436 (2013; ME 2015f.01042)]. The mathematics classroom is a dynamic environment where the unexpected is normal. Coping with the unexpected is what mathematics teachers do, seemingly by deploying strategies from their established classroom toolkit. However add technologies to the classroom mix and suddenly things are very different. This is because the unexpected associated with new technologies is also unanticipated through lack of experience. This combination is a feature of all professional development, but when technology is involved somehow the anti is more than just `upped'!