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Conceptualising the scaling of mathematics teachers' professional development concerning technology

Clark-Wilson, A; Hoyles, C; Noss, R; (2015) Conceptualising the scaling of mathematics teachers' professional development concerning technology. In: Krainer, K and Vondrová, N, (eds.) Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. (pp. pp. 2333-2339). European Society for Research in Mathematics Education: Prague, Czech Republic. Green open access

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Abstract

This paper reports research into aspects of 'scaling' classroom access to technology within the context of an English teacher development project, 'Cornerstone Maths'. The aim of this multi-year project is to address issues of underuse of dynamic mathematical technologies by lower secondary students in classrooms through: specially designed web-based software; teacher and student materials; and professional development. The paper proposes the construct of a landmark question as a means to assess the degree of fidelity of the resulting classroom implementations at scale and reports emergent data on this theme.

Type: Proceedings paper
Title: Conceptualising the scaling of mathematics teachers' professional development concerning technology
Event: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education
Open access status: An open access version is available from UCL Discovery
Publisher version: https://hal.archives-ouvertes.fr/CERME9-TWG15/hal-...
Language: English
Keywords: mathematics, technology, teacher development, scaling, implementation fidelity
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1473703
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