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Teachers’ perspectives of changes in their practice during a technology in mathematics education research project

journal contribution
posted on 2017-05-01, 00:00 authored by Jill BrownJill Brown
© 2017 Elsevier Ltd Teachers’ perception of changes to their teaching practice, with respect to digital technology use in secondary school mathematics, during their participation in a research project are reported. Two case studies are presented of teacher perspectives illustrative of the range of perceived changes teachers made to their practice and positions along the ‘path of change’ during their participation in the project. Participating in a project supportive of teacher change and resulting in perception of substantial change was necessary, but not sufficient, to meet the goal of transformative use of digital technologies to increase the level of cognitive demand experienced by students.

History

Journal

Teaching and Teacher Education

Volume

64

Pagination

52-65

Location

Amsterdam, The Netherlands

ISSN

0742-051X

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Publisher

Elsevier