Simsek, Ali;
Clark-Wilson, Alison;
Bretscher, Nicola;
Hoyles, Celia;
(2025)
Exploring mathematics teachers’ integration of technology into classroom teaching practice: a focus on geometric similarity.
International Journal of Mathematical Education in Science and Technology
10.1080/0020739x.2025.2469865.
(In press).
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Abstract
Digital technologies like dynamic mathematical technology (DMT) offer considerable promise for enhancing mathematics education. Despite widespread calls for integrating these tools into classroom practice, their global adoption remains limited. This gap underlines the necessity for a better, holistic understanding of teachers' integration of technology in the practice. Adopting Ruthven's Structuring Features of Classroom Practice (SFCP) framework, this study aims to investigate lower secondary mathematics teachers' integration of DMT into classroom teaching practice with a focus on geometric similarity (GS). Case studies were conducted with two mathematics teachers from England, each possessing different levels of experience in using technology. Data were primarily collected through video-recorded classroom observations and audio-recorded post-lesson teacher interviews. The findings indicated notable differences and some similarities between the teachers, highlighting core characteristics of (domain-specific) practices involving DMT. Additionally, both teachers expressed the efficacy of integrating DMT into their classroom teaching of geometric similarity in enhancing pupil learning. The study offers valuable insights into the use of DMT in teaching mathematics (i.e. geometric similarity) in everyday classroom practice, providing evidence-based characteristics of effective technology integration in practice. The findings could inform teacher training programmes and policy decisions, ultimately supporting the broader integration of technology in mathematics education.
| Type: | Article |
|---|---|
| Title: | Exploring mathematics teachers’ integration of technology into classroom teaching practice: a focus on geometric similarity |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/0020739x.2025.2469865 |
| Publisher version: | https://doi.org/10.1080/0020739x.2025.2469865 |
| Language: | English |
| Additional information: | Copyright © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Technology-integrated classroom practice; dynamic mathematical technology; geometric similarity; structuring features of classroom practice; mathematics teacher |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10207094 |
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