Beyond a positive stance: Integrating technology is demanding on teachers' mathematical knowledge for teaching

被引：0
|
作者：
Bretscher, Nicola [1 ]
机构：
[1] UCL Inst Educ, London, England
来源：
PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) | 2017年
关键词：
Computer uses in (secondary mathematics) education; knowledge base in teaching; TPACK; situated abstraction; FRAMEWORK;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Research on technology in mathematics education highlights the importance of teachers having a positive stance towards technology for successful integration into classroom practice. However, such research has paid relatively little attention to teachers' knowledge of specific mathematical concepts in relation to technology. This paper examines the innovative use of technology by a teacher, Robert, as a critical case study, to argue that the significance of mathematical knowledge for teaching using technology should not be overlooked nor underestimated.
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页码：2358 / 2365
页数：8
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