Journal
TEACHING AND TEACHER EDUCATION
Volume 64, Issue -, Pages 52-65Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2017.01.022
Keywords
Mathematics education; Technology use; Teacher change; Teacher perception
Categories
Funding
- Australian Research Council's Linkage Projects funding scheme [LP0453701]
- University of Melbourne
- Australian Research Council [LP0453701] Funding Source: Australian Research Council
Ask authors/readers for more resources
Teachers' perception of changes to their teaching practice, with respect to digital technology use in secondary school mathematics, during their participation in a research project are reported. Two case studies are presented of teacher perspectives illustrative of the range of perceived changes teachers made to their practice and positions along the 'path of change' during their participation in the project. Participating in a project supportive of teacher change and resulting in perception of substantial change was necessary, but not sufficient, to meet the goal of transformative use of digital technologies to increase the level of cognitive demand experienced by students. (C) 2017 Elsevier Ltd. All rights reserved.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available