Professional Documents
Culture Documents
How does the use of digital technological tools impact upon the role of the
teacher and their associated professional development?
This RF seeks to compare, combine and connect the most pertinent theoretical
perspectives, in tune with an idea connecting theories (Prediger et al. 2008, see Figure 1)
to describe and explain the whole process of mathematics teacher professional
development with technologies.
In spreadsheet
variable, formulae
tool of generalization
arithmetical process of trial and
refinement
exact or approached solutions
The epistemic value of the teaching was noticeable since mathematical concepts were a
focus of attention. For example, she linked 2 2x with 2x+1 and during an examination of
the family of equations y = 2x, y = 2x+1, y = 2x+2, said of y=2x+1 We expect this to shift 1
unit to the left [compared with 2x]. Did it? In this way she encouraged versatile thinking
by linking with previous knowledge of translations of graphs parallel to the x-axis, and
reinforced this with the comment that With this family, when you look at the graph can
you see that the distance between them stays the same because its sliding along 1 unit at
a time. The whole graph shifts along 1 unit at a time. This relationship between the
functions is not so easily seen by students from the graphs and hence she linked to the
algebraic expression and the foundation of a previously learned mathematical concept.
In addition, there was a discussion of the relationship between the graphs in the family
of y =2x + k, and the relative sizes of 2x and k.
as the exponential value gets larger, because were adding a constant term that is quite small, it
lands up becoming almost negligible. So, whenall theyre differing by is the constant part, youll find
that they appear to come together. Do they actually equal the same values ever? Do they ever meet at
a point? No, because of the difference by a constant, but because of the scaling we have, they appear to
merge.
http://yves.chevallard.free.fr/spip/spip/IMG/pdf/Approche_anthropologique_rapp
ort_au_savoir.pdf. Accessed 24 April 2014.
dellistruzione
delluniversit
della
ricerca
(2010).
Indicazioni
Nazionali.
http://www.indire.it/lucabas/lkmw_file/licei2010///indicazioni_nuovo_impaginato
/_decreto_indicazioni_nazionali.pdf. Accessed 24 April 2014.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for
integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
PISA (2012). 5th Survey of the Programme for International Student Assessment.
http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm. Accessed 24 April 2014.
Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for
connecting theoretical approaches: first steps towards a conceptual framework. ZDM International Reviews on Mathematical Education, 40(2), 165-178.
Robutti, O. (2013). The GeoGebra Institute of Torino, Italy: Research, Teaching Experiments, and
Teacher Education, . IGI Global, Hershey, pp. 492- 502. In P. Pumilia-Gnarini, E. Pacetti, & J.
Bishop (Eds.), Handbook of Research on Didactic Strategies and Technologies for Education:
Incorporating Advancements (2 volumes) (pp. 492-502). Hershey, PA: IGI Global.
Ruthven, K. (2009). Towards a naturalistic conceptualisation of technology integration in classroom
practice: The example of school mathematics. Education and Didactique, 3(1), 131-149.
Ruthven, K. (2014). Frameworks for Analysing the Expertise That Underpins Successful Integration of
Digital Technologies into Everyday Teaching Practice. In A. Clark-Wilson, O. Robutti, & N.
Sinclair (Eds.), The Mathematics Teacher in the Digital Era: An International Perspective on
Technology Focused Professional Development (pp. 373-394). Dordrecht: Springer.
Sfard, A. (2005). What could be more practical than good research? On mutual relations between
research and practice of mathematics education Educational Studies in Mathematics, 58(3),
393-413.
Shulman, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational
Researcher, 15(2), pp. 4-14.
Thomas, M. O. J., & Hong, Y. Y. (2005). Teacher factors in integration of graphic calculators into
mathematics learning. In J. L. V. H. L. Chick (Ed.), Proceedings of the 29th Annual Conference
for the Psychology of Mathematics Education (Vol. 4, pp. 257-264). Melbourne, Australia: The
University of Melbourne.
Thomas, M. O. J., & Hong, Y. Y. (2013). Teacher integration of technology into mathematics learning.
International Journal for Technology in Mathematics Education, 20(2), 69-84.
Trouche, L. (2005). Instrumental genesis, individual and social aspects. In D. Guin, K. Ruthven, & L.
Trouche (Eds.), The didactical challenge of symbolic calculators: Turning a computational
device into a mathematical instrument (pp. 197-230). New York: Springer.
Vahey, P., Knudsen, J., Rafanan, K., & Lara-Meloy, T. (2013). Curricular activity systems supporting
the use of dynamic representations to foster students deep understanding of mathematics. In C.
Mouza, & N. Lavigne (Eds.), Emerging technologies for the classroom: A learning sciences
perspective (pp. 15-30). New York: Springer.
Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge
University Press.