Digital technologies and developing mathematical understandings

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Digital technologies and developing mathematical understandings

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Publication Conference Paper, peer reviewed
Title Digital technologies and developing mathematical understandings
Author(s) Lange, Troels ; Meaney, Tamsin
Date 2012
Editor(s) Gunnarsdóttir, Gudony; Hreinsdottir, Freyja; Pálsdóttir, Gudbjörg; Hannula, Markku; Hannula-Sormunen, Minna; Jablonka, Eva; Jankvist, Uffe; Ryve, Andreas; Valero, Paola; Wæge, Kjersti
English abstract
Teachers of mathematics have adopted willingly a variety of digital technologies. Yet for this to be done successfully, it has been suggested that teachers need to integrate knowledge of content, pedagogy and technologies (Mishra & Koehler, 2006). In this paper, one teacher’s story of planning and implementing a lesson on patterns using a digital resource on an Interactive White Board is analysed using Bower’s (2008) analysis of affordances of e-learning tools. We find that this captures better the dynamic decision making process of the teacher than Mishra and Koehler’s (2006) TPCK model of teachers’ knowledge. Nevertheless for this experienced teacher it was the mathematical and pedagogical considerations, which drove his desire to incorporate digital technologies in the lesson.
Publisher University of Iceland Press
Host/Issue Proceedings of NORMA 11 : the sixth Nordic Conference on Mathmatics Education in Reykjavík, May 11.-14. 2011;
ISBN 978-9979-54-965-9
Pages 413-424
Language eng (iso)
Subject(s) affordances
TPCK
digital technologies
number patterns
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Note Sixth Nordic Conference on Mathematics Education, Reykjavík: University of Iceland, 11-14 May, 2011
Handle http://hdl.handle.net/2043/14565 (link to this page)
Link http://vefsetur.hi.is/norma11/ (external link to related web page)

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