Mathematics Education Research Journal

, Volume 12, Issue 3, pp 303–320

Reshaping teacher and student roles in technology-enriched classrooms


  • Merrilyn Goos
    • Graduate School of EducationThe University of Queensland
  • Peter Galbraith
    • Graduate School of EducationThe University of Queensland
  • Peter Renshaw
    • Graduate School of EducationThe University of Queensland
  • Vince Geiger
    • Hillbrook Anglican School

DOI: 10.1007/BF03217091

Cite this article as:
Goos, M., Galbraith, P., Renshaw, P. et al. Math Ed Res J (2000) 12: 303. doi:10.1007/BF03217091


This paper draws on data from a three-year longitudinal study of secondary school classrooms to examine pedagogical issues in using technology resources in mathematics teaching—in particular, graphics calculators and overhead projection panels that allow screen output to be viewed by the whole class. We theorise four roles for technology in relation to such teaching and learning interactions—master, servant, partner, and extension of self—and illustrate this taxonomy with observational data from five senior secondary mathematics classrooms. Our research shows how technology can facilitate collaborative inquiry during both small group interactions and whole class discussions when students use their calculators and the overhead projection panel to share their mathematical understanding.

Copyright information

© Mathematics Education Research Group of Australasia Inc. 2000