Bretscher, N;
(2012)
Mathematical Knowledge for Teaching Using Technology: a Case Study.
In: Tso, TY, (ed.)
(Proceedings) 36th Conference of the International Group for the Psychology of Mathematics Education.
(pp. pp. 83-90).
International Group for the Psychology of Mathematics Education
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Abstract
This paper analyses data from a PhD pilot study to explore the nature of mathematical knowledge for teaching using technology, as represented by the central construct of the TPACK framework. The case study of teacher Alice is used as an illustrative example to suggest that the central TPACK construct may be better understood as a transformation and deepening of existing mathematical knowledge rather than as a new category of knowledge representing the integration of technology, pedagogical and mathematical knowledge.
| Type: | Proceedings paper |
|---|---|
| Title: | Mathematical Knowledge for Teaching Using Technology: a Case Study |
| Event: | 36th Conference of the International Group for the Psychology of Mathematics Education |
| Location: | Taipei, Taiwan |
| Open access status: | An open access version is available from UCL Discovery |
| 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. |
| 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 - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1541159 |
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