Digital technologies and developing mathematical understandings

Tamsin Meaney; Troels Lange

Abstract

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.

Original language	English
Publication status	Published - 2011
Event	Nordic Conference on Mathematics Education - Iceland ReykjavÃk Duration: 11 May 2011 → 14 May 2011

Conference

Conference	Nordic Conference on Mathematics Education
Period	11/05/11 → 14/05/11

Cite this

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title = "Digital technologies and developing mathematical understandings",

abstract = "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.",

author = "Tamsin Meaney and Troels Lange",

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AU - Lange, Troels

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PY - 2011

Y1 - 2011

N2 - 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.

AB - 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.

M3 - Abstract

T2 - Nordic Conference on Mathematics Education

Y2 - 11 May 2011 through 14 May 2011

ER -

Digital technologies and developing mathematical understandings

Abstract

Conference

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