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A sociocultural framework for understanding technology integration in secondary school mathematics192.97 kB
Published VersionCC BY-NC-ND V3.0, Open Access
Journal article
A sociocultural framework for understanding technology integration in secondary school mathematics
PNA, Vol.5(1), pp.1-10
2010
Abstract
This paper proposes a theoretical framework for analyzing relationships between factors influencing teachers' use of digital technologies in secondary mathematics classrooms. The framework adapts Valsiner's zone theory of child development to study teacher learning in terms of the interaction between teacher knowledge and beliefs, professional contexts and professional learning experiences. Use of the framework is illustrated by case studies of an early career teacher and an experienced teacher.
Details
- Title
- A sociocultural framework for understanding technology integration in secondary school mathematics
- Authors
- Merrilyn Goos (Author) - The University of Queensland
- Publication details
- PNA, Vol.5(1), pp.1-10
- Publisher
- Grupo de Investigacion Didactica de la Matematica
- Date published
- 2010
- DOI
- 10.30827/pna.v5i1.6159
- Handle
- 10481/4980
- ISSN
- 1887-3987; 1886-1350
- Copyright note
- Except where otherwise noted, this item's license is described as Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English; Spanish
- Record Identifier
- 99569204202621
- Output Type
- Journal article
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