Hvordan kan en IT-kompetent matematiklærere profitere ved deltagelse i et IT-integrerende projekt?

Charlotte Krog Skott, Camilla Hellsten Østergaard

    Publikation: Bidrag til bog/antologi/rapportKonferenceartikel i proceedingpeer review

    Abstract

    We investigate an ICT-competent mathematics teacher’s potentials for professional development as she participates in a sixth-grade statistics project aimed at developing practices that integrate ICTs. This is a critical case study, partly because the teacher is not challenged by the proposed ICTs. We use a theoretical framework for classroom mathematical practices to conceptualise teachers´ learning from a participatory perspective. On the one hand, the teacher realises a potential for a more dialogical approach to teaching. On the other hand, she appears to maintain her habits in relation to ICT-use. These contrary tendencies negatively influence the students’ learning opportunities. We offer explanations for why the teacher seems to sticks with her ICT-habits as well as suggestions for future research- and development projects.
    Bidragets oversatte titelHvordan kan en IT-kompetent matematiklærere profitere ved deltagelse i et IT-integrerende projekt?
    OriginalsprogEngelsk
    TitelProceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
    RedaktørerCsaba Csíkos, Attila Rausch, Judit Szitányi
    Antal sider8
    Vol/bind4
    UdgivelsesstedSzeged, Hungary
    Publikationsdatoaug. 2016
    Sider211-218
    ISBN (Trykt)9781365455063
    StatusUdgivet - aug. 2016
    BegivenhedMathematics education: How to solve it? - University of Szeged, Szeged, Ungarn
    Varighed: 3 aug. 20168 aug. 2016
    Konferencens nummer: 40

    Konference

    KonferenceMathematics education: How to solve it?
    Nummer40
    LokationUniversity of Szeged
    LandUngarn
    BySzeged
    Periode03/08/1608/08/16
    NavnProceeding of the 40th Conference of the Group for the Psychology of Mathematics Education

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