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TEACHING ALGEBRA WITH DIGITAL TECHNOLOGY: FACTORS INFLUENCING SECONDARY MATHEMATICS TEACHERS’ TASK DEVELOPMENT AND IMPLEMENTATION

Part of: Educational policy and systems Algebra Educational material and media, educational technology

Published online by Cambridge University Press:  08 January 2020

IRESHA GAYANI RATNAYAKE
IRESHA GAYANI RATNAYAKE*
Affiliation:
Department of Mathematics/AG Didactics, Technical University of Darmstadt, Karolinenpl. 5, 64289Darmstadt, Germany email ratnayake@mathematik.tu-darmstadt.de
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Abstract

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Keywords

digital technology task designprofessional developmentcommunity of inquiryorientations

MSC classification

Primary: 97C70: Teaching-learning processes
Secondary: 97H10: Comprehensive works 97U50: Computer assisted instruction; e-learning
Type
Abstracts of Australasian PhD Theses
Information
Bulletin of the Australian Mathematical Society , Volume 101 , Issue 2 , April 2020 , pp. 350 - 352
Copyright
© 2020 Australian Mathematical Publishing Association Inc.

Footnotes

Thesis submitted to the University of Auckland in March 2018; degree approved on 10 July 2018; supervisors Mike Thomas, Barbara Kensington-Miller and Greg Oates.

References

Choy, B. H., ‘Snapshots of mathematics teacher noticing during task design’, Math. Educ. Res. J. 28(3) (2016), 421–440.CrossRefGoogle Scholar
Goos, M., Galbraith, P., Reshaw, P. and Geiger, V., ‘Reshaping teacher and student roles in technology-enriched classrooms’, Math. Educ. Res. J. 6(2) (2000), 105–128.Google Scholar
Ratnayake, I., Oates, G. and Thomas, M. O. J., ‘Supporting teachers developing mathematical tasks with digital technology’, in: Proc. 39th Annu. Conf. Mathematics Education Research Group of Australasia, Opening Up Mathematics Education Research (eds. White, B., Chinnappan, M. and Trenholm, S.) (MERGA, Adelaide, 2016), 543–551.Google Scholar
Ratnayake, I. and Thomas, M. O. J., ‘Documentational genesis during teacher collaborative development of tasks incorporating digital technology’, in: Proc. Re(s)sources 2018 Int. Conf., Lyon, France, Advances in Mathematics Education (eds. Gitirana, V., Miyakawa, T., Rafalska, M., Soury-Lavergne, S. and Trouche, L.) (ENS de Lyon, 2018), 219–222.Google Scholar
Ratnayake, I., Thomas, M. O. J. and Kensington-Miller, B., ‘Confidence and collaboration in teacher development of digital technology tasks’, in: Proc. 41st Conf. International Group for the Psychology of Mathematics Education, Vol. 4 (eds. Kaur, B., Ho, W. K., Toh, T. L. and Choy, B. H.) (IGPME, Singapore, 2017), 81–88.Google Scholar
Schoenfeld, A. H., How We Think: A Theory of Goal-Oriented Decision Making and its Educational Applications (Routledge, New York, 2010).10.4324/9780203843000CrossRefGoogle Scholar