Abstract
In this paper, we report research on one mathematics teacher’s use of digital resources in the context of a professional development project targeting inquiry in statistics. Since the teacher was an accomplished user of digital resources, it was important for us to study if and how she aligned her teaching with the project aims, the conflicts that emerged regarding mathematical activities and communication, and the reasons behind her decisions. The analysis reveals that the teacher’s choices were rooted mainly in her conventional practice, which did not include analysing and connecting the affordances of digital resources with mathematical content. This led her to block students’ communication and engagement in inquiry processes.
| Originalsprog | Dansk |
|---|---|
| Titel | PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) : Mathematics Education in the Digital Age (MEDA) |
| Antal sider | 8 |
| Forlag | Københavns Universitet |
| Publikationsdato | 2018 |
| Sider | 257-264 |
| ISBN (Trykt) | 978-87-7078-798-7 |
| Status | Udgivet - 2018 |
Emneord
- Use of digital resources
- classroom teaching practice
- documentational approach
- learning, educational science and teaching
- teachers’ decision making
- Læring, pædagogik og undervisning
- Use of digital resources
- classroom teaching practice
- documentational approach
- teachers’ decision making