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Transforming Mathematics Teaching with Digital Technologies: A Community of Practice Perspective

Clark-Wilson, A; (2017) Transforming Mathematics Teaching with Digital Technologies: A Community of Practice Perspective. In: Marcus-Quinn, A and Hourigan, T, (eds.) Handbook on Digital Learning for K-12 Schools. (pp. 45-57). Springer: Cham, Switzerland. Green open access

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Abstract

Dynamic mathematical digital resources promise a transformation of the teaching and learning of mathematics by enabling teachers and learners to experience and explore difficult mathematical ideas in more tangible ways. However, reports of classroom practice reveal an underuse of such technologies—particularly by learners—and research findings articulate the complexities of the process of classroom integration by teachers. The work described in this chapter is set in the context of a large-scale multi-year study, Cornerstone Maths (CM), which aims to overcome known barriers to technology use in lower secondary mathematics with the professional development of the participating teachers as a central tenet. Here, the design and implementation of the CM professional development as experienced by a group of four teachers from one school’s mathematics department is examined from a Wengerian perspective as a means to understand the trajectories of teachers’ growth in both their mathematical knowledge for teaching and their associated emerging mathematical pedagogic practices with technology.

Type: Book chapter
Title: Transforming Mathematics Teaching with Digital Technologies: A Community of Practice Perspective
ISBN-13: 978-3-319-33806-4
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/978-3-319-33808-8_4
Publisher version: https://doi.org/10.1007/978-3-319-33808-8_4
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Transformation, Mathematics teaching, Digital technologies, Community of practice, Mathematics, Learners, Classroom integration, Teachers, Learning environment, Barriers, Professional development, Wenger, Subject content knowledge, Pedagogical practice
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/1474824
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