Educational theory and the wisdom of practice informed the design of a bespoke Graduate Certificate of Secondary Mathematics for out-of-field teachers of mathematics. Taking a design-based approach, we describe key elements of our design as we traversed the iterative cycle: design ® implement ® evaluate ® refine. This chapter details our focus on the use of digital technologies for the teaching and learning of secondary mathematics. The design of the course was intended to be face-to-face, but due to the global pandemic it had to be changed to a fully online implementation in the first year. This created additional opportunities to model and experiment with a range of digital tools. A framework of affordances is used to describe the opportunities available to students in the course. Our focus is on Knowledge for teaching in Years 7-10: Statistics and probability as this second semester unit was in the second cycle of our design.
History
Chapter number
4
Pagination
X-Y
ISBN-13
978-1-5275-2589-4
ISBN-10
1-5275-2589-9
Notes
[in press]
Release Date: 6th October 2023
Editor/Contributor(s)
White P, Tytler R, Ferguson J, Cripps Clark J
Publisher
Cambridge Scholars
Place of publication
Cambridge
Title of book
Methodological Approaches to STEM Education Research Volume 4