Clark-Wilson, A; (2015) From technological innovation in individual classrooms to large-scale transformation of teaching practices - Mind the gap! In: Amado, N and Carreira, S, (eds.) Proceedings of the 12th International Conference on Technology in Mathematics Teaching (ICTMT 12). (pp. pp. 7-15). University of Algarve: Faro, Portugal.

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Abstract

The ICTMT conference proceedings chart the development of technology use in mathematics education from the 1990s to the current day. Throughout this period, the prevailing topics for plenaries, papers and workshops have been focused on the development of innovative classroom practices involving ‘new’ technologies. Alongside this, there has been a slow but emergent theme that has brought aspects of teachers’ professional development to the fore - as attempts to scale the widespread use of technology by students have proved both challenging and expensive. In this plenary, I will draw on some personal contributions to ICTMT conferences from the past in order to highlight how my own work now focuses on the design and evaluation of technology-focused professional development for teachers of mathematics. This work is set against the backdrop of the Cornerstone Maths project in England, which is aiming to scale student access to dynamic mathematical technology in lower secondary mathematics in hundreds of schools.

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