Clark-Wilson, Alison;
(2013)
How teachers learn to use complex new technologies in secondary mathematics classrooms: the notion of the hiccup.
Presented at: Eighth Congress of European Research in Mathematics Education, Antalya.
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Abstract
This paper reports the outcomes of a longitudinal doctoral study which sought to illuminate the process through which secondary mathematics teachers learned to use a complex new multi-representational technology, the TI-Nspire handheld and software. The research examined the trajectories of fifteen teachers, with a focus on the pedagogical approaches that privileged the exploration of mathematical variance and invariance. Analysis of the data reveals the importance of the notion of the ‘hiccup’; that is the perturbation experienced by teachers during lessons stimulated by their use of the technology, which illuminates discontinuities within teachers’ knowledge.
| Type: | Conference item (Paper) |
|---|---|
| Title: | How teachers learn to use complex new technologies in secondary mathematics classrooms: the notion of the hiccup. |
| Event: | Eighth Congress of European Research in Mathematics Education |
| Location: | Antalya |
| Dates: | 2013-02-06 - 2013-02-10 |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10016917 |
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