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Supporting teachers developing mathematical tasks with digital technology
Citation
Ratnayake, I and Oates, G and Thomas, M, Supporting teachers developing mathematical tasks with digital technology, Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 3-7 July 2016, Adelaide, Australia, pp. 543-551. ISBN 978-1-920846-29-9 (2016) [Refereed Conference Paper]
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Copyright Statement
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Official URL: https://www.merga.net.au/node/38?year=2016
Abstract
A crucial step towards improving the conceptual use of digital technology (DT) in the
mathematics classroom is to increase teacher involvement in the development of tasks.
Hence, this research considers some teacher factors that might influence DT algebra task
development and implementation in secondary schools. We observed and assisted one group
of three teachers as they designed and implemented DT tasks. Our preliminary analysis
examines the richness of the two tasks produced by one group and seeks to explain the
difference between them. The results suggest the intervention provided with respect to task
design led to improved Pedagogical Technology Knowledge for the teachers, and hence a
richer task. The delivery of the intervention could be of assistance in focusing professional
development programs so they may better facilitate the training of teachers in the use of
digital technology in teaching mathematics.
Item Details
Item Type: | Refereed Conference Paper |
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Keywords: | technology, task design |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Mathematics and numeracy curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Teacher and instructor development |
UTAS Author: | Oates, G (Associate Professor Greg Oates) |
ID Code: | 113726 |
Year Published: | 2016 |
Deposited By: | Education |
Deposited On: | 2017-01-17 |
Last Modified: | 2018-03-18 |
Downloads: | 0 |
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