Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation

Merrilyn Goos; Sophie Soury-Lavergne; Teresa Assude; Jill Brown; Chow Ming Kong; Derek Glover; Brigitte Grugeon; Colette Laborde; Zsolt Lavicza; Dave Miller; Margaret Sinclair

doi:10.1007/978-1-4419-0146-0_14

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Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation

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Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation

Merrilyn Goos, Sophie Soury-Lavergne, Teresa Assude, Jill Brown, Chow Ming Kong, Derek Glover, Brigitte Grugeon, Colette Laborde, Zsolt Lavicza, Dave Miller, …

Mathematics Education and Technology-Rethinking the Terrain, pp.311-328

New ICMI Study Series, 13, Springer

2010

DOI: https://doi.org/10.1007/978-1-4419-0146-0_14

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Abstract

Teachers and teaching

Institutional context

Affordances

Zone theory

Technology integration

Theoretical frameworks

Teacher knowledge

Instrumental genesis

Complexity theory

Teacher beliefs

This chapter analyses and compares various theoretical frameworks that illuminate the teacher's role in technology-integrated learning environments and the inter-relationship between factors influencing teachers' use of digital technologies. The first section of the chapter considers three frameworks drawing on instrumental genesis, zone theory, and complexity theory, and examines their relevance by interpreting lesson excerpts from alternative theoretical perspectives. This section also outlines research on relationships between teachers' beliefs, attitudes, mathematical and pedagogical knowledge, and institutional contexts and their use of digital technologies in school and university mathematics education. The second section considers classroom implementation issues by asking what we can learn from teachers who use, or have tried to use, digital technologies for mathematics teaching. Issues arising here concern criteria for effective use and the nature of what counts as “progress” in technology integration. The final section of the chapter identifies work that needs to be done to further develop, test, and apply useful theoretical frameworks and methodologies.

Details

Title: Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation
Authors: Merrilyn Goos (Author) - University of Queensland
Sophie Soury-Lavergne (Author) - Joseph Fourier University
Teresa Assude (Author) - University of Provence (Aix-en-Provence, France)
Jill Brown (Author) - Australian Catholic University
Chow Ming Kong (Author) - Tampines Junior College - Tampines, Singapore (TPJC)
Derek Glover (Author) - Keele University
Brigitte Grugeon (Author) - Paris Diderot University
Colette Laborde (Author) - Joseph Fourier University
Zsolt Lavicza (Author) - University of Cambridge
Dave Miller (Author) - Keele University
Margaret Sinclair (Author) - York University
Contributors: Celia Hoyles (Editor) - University of London
Jean-Baptiste Lagrange (Editor) - Paris Diderot University
Publication details: Mathematics Education and Technology-Rethinking the Terrain, pp.311-328
Series: New ICMI Study Series; 13
Publisher: Springer
DOI: 10.1007/978-1-4419-0146-0_14; 10.1007/978-1-4419-0146-0
ISSN: 2215-1745
ISBN: 9781441901460
Organisation Unit: School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99554405002621
Output Type: Book chapter

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