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How teachers learn to use complex new technologies in secondary mathematics classrooms: the notion of the hiccup.

Clark-Wilson, Alison (2013) How teachers learn to use complex new technologies in secondary mathematics classrooms: the notion of the hiccup. In: Eighth Congress of European Research in Mathematics Education, 2013-02-06 - 2013-02-10, Antalya.

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Abstract

This paper reports the outcomes of a longitudinal doctoral study which sought to illuminate the process through which secondary mathematics teachers learned to use a complex new multi-representational technology, the TI-Nspire handheld and software. The research examined the trajectories of fifteen teachers, with a focus on the pedagogical approaches that privileged the exploration of mathematical variance and invariance. Analysis of the data reveals the importance of the notion of the ‘hiccup’; that is the perturbation experienced by teachers during lessons stimulated by their use of the technology, which illuminates discontinuities within teachers’ knowledge.

Item Type: Conference or Workshop Item (Paper)
Divisions: IOE Departments > Departments > London Knowledge Lab
Depositing User: Atira Pure
Date Deposited: 24 Feb 2014 11:29
Last Modified: 29 Jan 2015 10:39
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