Title:
The mathematics teacher in the digital era : an international perspective on technology focused professional development
Series:
Mathematics education in the digital era ; volume 2
Publication Information:
Dordrecht ; Heidelberg : Springer, 2014
Physical Description:
xiv, 417 pages : illustrations ; 24 cm.
ISBN:
9789400746374
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
---|---|---|---|---|---|
Searching... | 30000010340929 | QA11.2 M384 2014 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts.
In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections:
An overview of current practices in teachers' use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner's zone theory). Anbsp;set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elementsnbsp;nbsp;Author Notes
tofollow
Table of Contents
Opening section |
ForewordDavid Pimm |
IntroductionAlison Clark-Wilson and Ornella Robutti and Nathalie Sinclair |
Chapter 0 Interactions between teacher, student, software and mathematics: Getting a purchase on learning with technologyJohn Mason |
Section A |
Chapter 1 Exploring the quantitative and qualitative gap between expectation and implementation: A survey of English mathematics teachers' uses of ICTNicola Bretscher |
Chapter 2 Teaching with digital technology: Obstacles and opportunitiesMichael Thomas and Joann Palmer |
Chapter 3 A developmental model for adaptive and differentiated instruction using classroom networking technologyAllan Bellman and Wellesley R Foshay and Danny Gremillion |
Chapter 4 Integrating technology in the primary school mathematics classroom: The role of the teacherMara Trigueros and Mara-Dolores Lozano and Ivonne Sandoval |
Chapter 5 Technology integration in secondary school mathematics: The development of teachers' professional identitiesMerrilyn Goos |
Chapter 6 Teaching roles in a technology intensive core undergraduate mathematics courseChantal Buteau and Eric Muller |
Section B |
Chapter 7 Digital technology and mid-adopting teachers' professional development: a case studyPaul Drijvers and Sietske Tacoma and Amy Besamusca and Cora van den Heuvel and Michiel Doorman and Peter Boon |
Chapter 8 Teaching mathematics with technology at the kindergarten level :Resources and orchestrationsGhislaine Geuedet and Laetitia Bueno-Ravel and Caroline Poisard |
Chapter 9 How do teachers integrate technology in their practices? A focus on their instrumental genesesMariam Haspekian |
Chapter 10 A methodological approach to researching the development of teachers' knowledge in a multi-representational technological settingAlison Clark-Wilson |
Chapter 11 Teachers and technologies: Shared constraints, common responsesMaha Abboud-Blanchard |
Chapter 12 Didactic incidents: A way to improve the professional development of mathematics teachersGilles Aldon |
Section C |
Chapter 13 Meta-didactical transposition: A theoretical model for teacher education programsFerdinando Arzarello and Annalisa Cusi and Rossella Garuti and Nicolina Malara and Francesca Martignone and Ornella Robutti and Cristina Sabena |
Chapter 14 Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practiceKenneth Ruthven |
15 ConclusionAlison Clark-Wilson and Ornella Robutti and Nathalie Sinclair |
Index |