Abstract
We studied how three secondary mathematics teachers who had no prior experience teaching with technology used an online mathematics learning system. The teachers received minimal instruction on how to use the system before we observed them over four school terms as they taught with it. We used the Pedagogical Technology Knowledge framework (Thomas & Hong, 2005) to document changes in the teachers’ practice. Results show teachers advanced toward using the technology in more sophisticated ways but the improvements were not uniform. We suggest some reasons to explain the variation.
| Original language | English |
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| Title of host publication | Mathematics |
| Subtitle of host publication | traditions and [new] practices : proceedings of the AAMT-MERGA Conference, held in Alice Springs, 3-7 July 2011 |
| Editors | Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton |
| Place of Publication | Adelaide |
| Publisher | AAMT and MERGA |
| Pages | 158-165 |
| Number of pages | 8 |
| Volume | 1 |
| ISBN (Print) | 9781875900701 |
| Publication status | Published - 2011 |
| Event | Mathematics Education Research Group of Australasia (34th : 2011) - Alice Springs, NT Duration: 3 Jul 2011 → 7 Jul 2011 |
Conference
| Conference | Mathematics Education Research Group of Australasia (34th : 2011) |
|---|---|
| City | Alice Springs, NT |
| Period | 3/07/11 → 7/07/11 |