Teachers of mathematics have adopted willingly a variety of digital technologies. Yet to do this successfully, teachers need to integrate knowledge of content, pedagogy and technologies as resources. In this paper, we tell the story of one teacher's planning and implementing of a lesson on patterns using a digital resource on an Interactive White Board. We present the teacher's account and analyse it using Bower's (2008) classification of affordances of e-learning tools and Mishra and Koehler's (2006) TPCK model of teachers' knowledge. An important finding is the complexity of teacher's knowledge and decision-making.
|Publication status||Published - 2011|
|Event||Nordic Conference on Mathematics Education - Iceland ReykjavÃk|
Duration: 11 May 2011 → 14 May 2011
|Conference||Nordic Conference on Mathematics Education|
|Period||11/05/11 → 14/05/11|