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

Charlotte Krog Skott, Camilla Hellsten Østergaard

Research output: Chapter in Book/Report/Conference proceedingConference contribution to 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.
Translated title of the contributionHvordan kan en IT-kompetent matematiklærere profitere ved deltagelse i et IT-integrerende projekt?
Original languageEnglish
Title of host publicationProceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
EditorsCsaba Csíkos, Attila Rausch, Judit Szitányi
Number of pages8
Volume4
Place of PublicationSzeged, Hungary
Publication dateAug 2016
Pages211-218
ISBN (Print)9781365455063
Publication statusPublished - Aug 2016
EventMathematics education: How to solve it? - University of Szeged, Szeged, Hungary
Duration: 3 Aug 20168 Aug 2016
Conference number: 40

Conference

ConferenceMathematics education: How to solve it?
Number40
LocationUniversity of Szeged
Country/TerritoryHungary
CitySzeged
Period03/08/1608/08/16
SeriesProceeding of the 40th Conference of the Group for the Psychology of Mathematics Education

Keywords

  • education, professions and jobs

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