Teaching with new technology: four ‘early majority’ teachers
 Robyn Pierce,
 Kaye Stacey
 … show all 2 hide
Rent the article at a discount
Rent now* Final gross prices may vary according to local VAT.
Get AccessAbstract
This paper explores how four good teachers, who do not have a special interest in technology, meet the challenge of introducing the rapidly developing mathematics analysis software (e.g. spreadsheets, function graphers, symbolic algebra manipulation and dynamic geometry) into their classrooms. These teachers’ practice is viewed through the lens of Roger’s framework for the diffusion of innovation and Pierce and Stacey’s pedagogical opportunities map. Data on teachers, views and practices were collected over 2 years. ‘Pedagogical Maps’ give a picture of the teachers’ perception and uptake of pedagogical opportunities. New practices have been added slowly to each teacher’s repertoire and their increasing fluency in practical ability to teach with the technology resulted in some changes to the classroom didactic contract. Overall, new technology seemed to have been absorbed into current practice, more than changing practice. At this stage of their development, these teachers do not identify the distinctive new mathematical capabilities as contributing to the major relative advantage of the innovation. Instead, they see the relative advantage mostly in the incremental improvements to capabilities of earlier calculators, and meeting the need for students to be up to date. One of the current challenges is that significant changes in both software and hardware design have been happening so rapidly that these early majority teachers felt almost constantly hampered by the need to learn and teach new technical skills and so continue to make limited progress in taking advantage of opportunities to approach mathematics concepts in new ways.
 Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7, 245–274. CrossRef
 Berry, J., Graham, T., Honey, S., & Headlam, C. (2007). A case study of the issues arising when teachers adopt the use of a new form of technology in their teaching for the first time. The International Journal for Technology in Mathematics Education, 14(3), 150–160.
 Brousseau, G. (1997). Theory of didactical situations in mathematics : Didactique des mathématiques, 1970–1990 (trans: Balacheff, N, Cooper, M, Sutherland, R, Warfield, V.). Dordrecht, The Netherlands: Kluwer.
 Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technologyrich mathematics classroom. Educational Studies in Mathematics, 75(2), 213–234. CrossRef
 Kendal, M., Stacey, K., & Pierce, R. (2005). The influence of a computer algebra environment on teachers’ practice. In D. Guin, K. Ruthven, & L. Trouche (Eds.), The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. 83–112). Dordrecht: Kluwer. CrossRef
 Pierce, R. & Ball. L. (2010). Secondary teachers’ use of technology for teaching mathematics. In Making a difference. Proceedings of the 2010 Conference of the Australian Association for Research in Education. Retrieved February 28, 2011, from http://aare.edu.au/10pap/2214PierceBall.pdf.
 Pierce, R., & Ball, L. (2009). Perceptions which may affect teachers’ intention to use technology in secondary mathematics classes. Educational Studies in Mathematics, 7(1), 229–317.
 Pierce, R., & Stacey, K. (2009). Researching principles of lesson design to realise the pedagogical opportunities of mathematics analysis software. Teaching Mathematics and Its Applications, 28, 228–233. CrossRef
 Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning, 15(1), 1–20. CrossRef
 Pierce, R., & Stacey, K. (2011). Lesson study for professional development and research. Journal of Science and Mathematics Education in Southeast Asia, 34(1), 26–46.
 Pierce, R., Stacey, K., & Wander, R. (2010). Teaching with technology and the didactic contract. ZDM, 42(7), 683–695. CrossRef
 Rogers, E. (1995). Diffusion of innovations. New York: The Free Press.
 Stacey, K., Asp, G., & McCrae, B. (2000). Goals for a CASactive senior mathematics curriculum. In M. O. J. Thomas (Ed.), Proceedings of TIME 2000 An International Conference on Technology in Mathematics Education. December 11–14, 2000 (pp. 244–252). Auckland, New Zealand: University of Auckland and Auckland University of Technology.
 Thomas, M.O.J., (2006). Teachers using computers in mathematics: A longitudinal study. In J. Novotná, H. Moraová, M. Krátká & N. Stehliková (Eds.) (Vol 5. pp 265–272). Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Prague, Czech Republic: IGPME.
 Trouche, L., & Drijvers, P. (2010). Handheld technology for mathematics education: Flashback into the future. ZDM, 42, 667–681. CrossRef
 VCAA. (2010). VCE mathematics study design. Revised edition 2010. Retrieved from Victorian Curriculum and Assessment Authority Web site: http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf.
 Wander, R., & Pierce, R. (2009). Marina’s fish shop: A mathematically and technologicallyrich lesson. Australian Mathematics Teacher, 65(2), 6–12.
 Title
 Teaching with new technology: four ‘early majority’ teachers
 Journal

Journal of Mathematics Teacher Education
Volume 16, Issue 5 , pp 323347
 Cover Date
 20131001
 DOI
 10.1007/s108570129227y
 Print ISSN
 13864416
 Online ISSN
 15731820
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Computer algebra systems
 Dynamic geometry
 Spreadsheets
 Calculators
 Mathematics education innovation
 Mathematics with technology
 Authors

 Robyn Pierce ^{(1)}
 Kaye Stacey ^{(1)}
 Author Affiliations

 1. Melbourne Graduate School of Education, Level 3 234 Queensberry St, University of Melbourne, VIC, 3010, Australia