id: 05820561
dt: a
an: 2010f.00214
au: Goos, Merrilyn; Soury-Lavergne, Sophie; Assude, Teresa; Brown, Jill; Kong,
Chow Ming; Glover, Derek; Grugeon, Brigitte; Laborde, Colette; Lavicza,
Zsolt; Miller, Dave; Sinclair, Margaret
ti: Teachers and teaching: Theoretical perspectives and issues concerning
classroom implementation.
so: Hoyles, Celia (ed.) et al., Mathematics education and technology-rethinking
the terrain. The 17th ICMI study. Dordrecht: Springer (ISBN
978-1-4419-0145-3/hbk; 978-1-4419-0146-0/ebook). New ICMI Study Series
13, 311-328 (2010).
py: 2010
pu: Dordrecht: Springer
la: EN
cc: B50 D29
ut: theoretical frameworks; teachers and teaching; instrumental genesis; zone
theory; complexity theory; affordances; teacher beliefs; teacher
knowledge; institutional context; technology integration
ci:
li: doi:10.1007/978-1-4419-0146-0_14
ab: Summary: This chapter analyses and compares various theoretical frameworks
that illuminate the teacher’s role in technology-integrated learning
environments and the inter-relationship between factors influencing
teachers’ use of digital technologies. The first section of the
chapter considers three frameworks drawing on instrumental genesis,
zone theory, and complexity theory, and examines their relevance by
interpreting lesson excerpts from alternative theoretical perspectives.
This section also outlines research on relationships between
teachers’ beliefs, attitudes, mathematical and pedagogical knowledge,
and institutional contexts and their use of digital technologies in
school and university mathematics education. The second section
considers classroom implementation issues by asking what we can learn
from teachers who use, or have tried to use, digital technologies for
mathematics teaching. Issues arising here concern criteria for
effective use and the nature of what counts as “progress” in
technology integration. The final section of the chapter identifies
work that needs to be done to further develop, test, and apply useful
theoretical frameworks and methodologies.
rv: