How does an ICT-competent mathematics teacher benefit from an ICT-integrative project?

Charlotte Krog Skott; Camilla Hellsten Østergaard; Csaba Csíkos; Attila Rausch; Judit Szitányi

How does an ICT-competent mathematics teacher benefit from an ICT-integrative project?

Charlotte Krog Skott
, Camilla Hellsten Østergaard
, Csaba Csíkos (Redaktør)
, Attila Rausch (Redaktør)
, Judit Szitányi (Redaktør)

Københavns Professionshøjskole

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer 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.

Originalsprog	Dansk
Titel	Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education : PME 40
Antal sider	8
Udgivelsessted	Szeged, Hungary
Forlag	International Group for the Psychology of Mathematics Education
Publikationsdato	aug. 2016
ISBN (Trykt)	9781365455063
Status	Udgivet - aug. 2016
Udgivet eksternt	Ja

Emneord

Demonstrationsskoleforsøg
Digital teknologi
education, professions and jobs

Citationsformater

Skott, C. K., Østergaard, C. H., Csíkos, C. (red.), Rausch, A. (red.), & Szitányi, J. (red.) (2016). How does an ICT-competent mathematics teacher benefit from an ICT-integrative project? I Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: PME 40 International Group for the Psychology of Mathematics Education.

Skott, Charlotte Krog ; Østergaard, Camilla Hellsten ; Csíkos, Csaba (Redaktør) et al. / How does an ICT-competent mathematics teacher benefit from an ICT-integrative project?. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: PME 40. Szeged, Hungary : International Group for the Psychology of Mathematics Education, 2016.

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title = "How does an ICT-competent mathematics teacher benefit from an ICT-integrative project?",

abstract = "We investigate an ICT-competent mathematics teacher{\textquoteright}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{\textquoteright} 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.",

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Skott, CK, Østergaard, CH, Csíkos, C (red.), Rausch, A (red.) & Szitányi, J (red.) 2016, How does an ICT-competent mathematics teacher benefit from an ICT-integrative project? i Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: PME 40. International Group for the Psychology of Mathematics Education, Szeged, Hungary.

How does an ICT-competent mathematics teacher benefit from an ICT-integrative project? / Skott, Charlotte Krog; Østergaard, Camilla Hellsten; Csíkos, Csaba (Redaktør) et al.
Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education: PME 40. Szeged, Hungary: International Group for the Psychology of Mathematics Education, 2016.

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review