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Supporting teachers developing mathematical tasks with digital technology

conference contribution
posted on 2023-05-23, 11:43 authored by Ratnayake, I, Greg OatesGreg Oates, Thomas, M
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.

History

Publication title

Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)

Editors

B White, M Chinnappan, S Trenholm

Pagination

543-551

ISBN

978-1-920846-29-9

Department/School

Faculty of Education

Publisher

Mathematics Education Research Group of Australasia

Place of publication

Australia

Event title

39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 39)

Event Venue

Adelaide, Australia

Date of Event (Start Date)

2016-07-03

Date of Event (End Date)

2016-07-07

Rights statement

Copyright unknown

Repository Status

  • Restricted

Socio-economic Objectives

Teacher and instructor development

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