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A consideration of technology with Roland's knowledge quartet framework

conference contribution
posted on 2023-05-23, 14:56 authored by Greg OatesGreg Oates, Rosemary CallinghamRosemary Callingham, Ian HayIan Hay
This paper reports on a study that seeks to examine changes in teachers’ knowledge for teaching mathematics across the curriculum years using Rowland’s Knowledge Quartet Framework (KQ). The observations reported here come from a Year 9 Australian classroom using integrated technology. The findings suggest that technology can impact on teacher knowledge within each of the four components considered in the Rowland’s framework, with a particular focus on contingency. The study supports the potential of the KQ framework for deepening in-service teacher knowledge at the secondary level and suggests further research is needed to consider the extension of the model to incorporate the role of technology within its framework.

History

Publication title

Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education

Editors

M Graven, H Venkat, AA Essien & P Vale

Pagination

145-152

ISBN

978-0-6398215-4-2

Department/School

Faculty of Education

Publisher

International Group for the Psychology of Mathematics Education

Place of publication

Karlsruhe, Germany

Event title

43rd Conference of the International Group for the Psychology of Mathematics Education

Event Venue

Pretoria, South Africa

Date of Event (Start Date)

2019-07-07

Date of Event (End Date)

2019-07-12

Rights statement

Copyright unknown

Repository Status

  • Restricted

Socio-economic Objectives

Expanding knowledge in education

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