Teachers' perspectives of changes in their practice during a technology in mathematics education research project |
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| Institution: | 1. University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge CB2 8PQ, UK;2. University of Oxford, Department of Education, 15 Norham Gardens, Oxford OX2 6PY, UK;1. The Ohio State University, 29 West Woodruff Avenue, Columbus, OH 43210, USA;2. Central China Normal University, Luoyu Road 152, Wuhan, Hubei 430079, China;1. Technion - Israel Institute of Technology, Haifa, Israel;2. Levinsky College, Tel-Aviv, Israel;1. Humboldt-Universität zu Berlin, Germany;2. Freie Universität Berlin, Germany;3. Technische Universität Braunschweig, Germany;4. University of Oslo (CEMO), Norway;1. Department of Education & Pedagogy, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, the Netherlands;2. Behavioural Science Intitute, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, the Netherlands;3. Freudenthal Institute for Science and Mathematics Education, Utrecht University, Princetonplein 5, 3584 CC, Utrecht, the Netherlands;4. University of Applied Scienced iPabo, Jan Tooropstraat 136, 1061 AD, Amsterdam, the Netherlands |
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| Abstract: | 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. |
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| Keywords: | Mathematics education Technology use Teacher change Teacher perception |
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