Bretscher, N;
(2017)
Beyond a positive stance: integrating technology is demanding on teachers' mathematical knowledge for teaching.
In:
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education.
European Society for Research in Mathematics Education: Dublin, Ireland.
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Abstract
Research on technology in mathematics education highlights the importance of teachers having a positive stance towards technology for successful integration into classroom practice. However, such research has paid relatively little attention to teachers’ knowledge of specific mathematical concepts in relation to technology. This paper examines the innovative use of technology by a teacher, Robert, as a critical case study, to argue that the significance of mathematical knowledge for teaching using technology should not be overlooked nor underestimated.
| Type: | Proceedings paper |
|---|---|
| Title: | Beyond a positive stance: integrating technology is demanding on teachers' mathematical knowledge for teaching |
| Event: | Tenth Congress of the European Society for Research in Mathematics Education |
| Location: | Dublin, Ireland |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://cerme10.org/ |
| Language: | English |
| Keywords: | Computer uses in (secondary mathematics) education, Knowledge base in teaching, TPACK, situated abstraction. |
| 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 - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/1541161 |
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