Teaching with new technology: four ‘early majority’ teachers
 Robyn Pierce,
 Kaye Stacey
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Abstract
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.
Inside
Within this Article
 Introduction
 This study: context and method
 Results: four case studies
 Results: lesson observations, focus groups and interviews
 Conclusion
 References
 References
Other actions
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 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