Clark-Wilson, A; Noss, R; (2015) Hiccups within technology mediated lessons: a catalyst for mathematics teachers’ epistemological development. Research in Mathematics Education , 17 (2) pp. 92-109. 10.1080/14794802.2015.1046476.

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Abstract

© 2015 British Society for Research into Learning Mathematics. The notion of the lesson ‘hiccup’, defined as the perturbation experienced by a teacher during teaching that has been triggered by the use of mathematical technology, was first proposed in Clark-Wilson. Hiccups which are both unanticipated and unplanned, emerged from a study that sought to make sense of the process of secondary mathematics teachers’ situated learning as they began to use a particular new technological tool (TI-Nspire™ handheld devices and software) in their classrooms. The high frequency of the resulting hiccups enabled a categorisation of seven hiccup types that were shown to have influenced the development of teachers’ mathematical, pedagogic and technological knowledge. This article first reports and then extends this earlier work by articulating the design principles for a professional development approach within the Cornerstone Maths (CM) project that uses hiccups to try to address professional development ‘at scale’ concerning student use of dynamic digital technologies in mathematics classrooms.

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