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A consideration of technology with Roland's knowledge quartet framework


Oates, G and Callingham, R and Hay, I, A consideration of technology with Roland's knowledge quartet framework, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 7-12 July 2019, Pretoria, South Africa, pp. 145-152. ISBN 978-0-6398215-4-2 (2019) [Refereed Conference Paper]

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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.

Item Details

Item Type:Refereed Conference Paper
Keywords:mathematics education, technology
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in education
UTAS Author:Oates, G (Associate Professor Greg Oates)
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Hay, I (Professor Ian Hay)
ID Code:143370
Year Published:2019
Deposited By:Education
Deposited On:2021-03-13
Last Modified:2022-09-07

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