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Beyond a positive stance: integrating technology is demanding on teachers' mathematical knowledge for teaching

Bretscher, N; (2017) Beyond a positive stance: integrating technology is demanding on teachers' mathematical knowledge for teaching. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education: Dublin, Ireland. Green open access

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Abstract

Research on technology in mathematics education highlights the importance of teachers having a positive stance towards technology for successful integration into classroom practice. However, such research has paid relatively little attention to teachers’ knowledge of specific mathematical concepts in relation to technology. This paper examines the innovative use of technology by a teacher, Robert, as a critical case study, to argue that the significance of mathematical knowledge for teaching using technology should not be overlooked nor underestimated.

Type: Proceedings paper
Title: Beyond a positive stance: integrating technology is demanding on teachers' mathematical knowledge for teaching
Event: Tenth Congress of the European Society for Research in Mathematics Education
Location: Dublin, Ireland
Open access status: An open access version is available from UCL Discovery
Publisher version: http://cerme10.org/
Language: English
Keywords: Computer uses in (secondary mathematics) education, Knowledge base in teaching, TPACK, situated abstraction.
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/1541161
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