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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 HayThis 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 EducationEditors
M Graven, H Venkat, AA Essien & P ValePagination
145-152ISBN
978-0-6398215-4-2Department/School
Faculty of EducationPublisher
International Group for the Psychology of Mathematics EducationPlace of publication
Karlsruhe, GermanyEvent title
43rd Conference of the International Group for the Psychology of Mathematics EducationEvent Venue
Pretoria, South AfricaDate of Event (Start Date)
2019-07-07Date of Event (End Date)
2019-07-12Rights statement
Copyright unknownRepository Status
- Restricted