Clark-Wilson, A;
Hoyles, C;
Noss, R;
(2015)
Conceptualising the scaling of mathematics teachers' professional development concerning technology.
In: Krainer, K and Vondrová, N, (eds.)
Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education.
(pp. pp. 2333-2339).
European Society for Research in Mathematics Education: Prague, Czech Republic.
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Abstract
This paper reports research into aspects of 'scaling' classroom access to technology within the context of an English teacher development project, 'Cornerstone Maths'. The aim of this multi-year project is to address issues of underuse of dynamic mathematical technologies by lower secondary students in classrooms through: specially designed web-based software; teacher and student materials; and professional development. The paper proposes the construct of a landmark question as a means to assess the degree of fidelity of the resulting classroom implementations at scale and reports emergent data on this theme.
| Type: | Proceedings paper |
|---|---|
| Title: | Conceptualising the scaling of mathematics teachers' professional development concerning technology |
| Event: | CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://hal.archives-ouvertes.fr/CERME9-TWG15/hal-... |
| Language: | English |
| Keywords: | mathematics, technology, teacher development, scaling, implementation fidelity |
| 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 |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/1473703 |
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