Mathematics Education Research Journal
, Volume 12, Issue 3, pp 303320
Reshaping teacher and student roles in technologyenriched classrooms
 Merrilyn GoosAffiliated withGraduate School of Education, The University of Queensland
 , Peter GalbraithAffiliated withGraduate School of Education, The University of Queensland
 , Peter RenshawAffiliated withGraduate School of Education, The University of Queensland
 , Vince GeigerAffiliated withHillbrook Anglican School
Rent the article at a discount
Rent now* Final gross prices may vary according to local VAT.
Get AccessAbstract
This paper draws on data from a threeyear 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.
 Title
 Reshaping teacher and student roles in technologyenriched classrooms
 Journal

Mathematics Education Research Journal
Volume 12, Issue 3 , pp 303320
 Cover Date
 200012
 DOI
 10.1007/BF03217091
 Print ISSN
 10332170
 Online ISSN
 2211050X
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Authors

 Merrilyn Goos ^{(1)}
 Peter Galbraith ^{(1)}
 Peter Renshaw ^{(1)}
 Vince Geiger ^{(2)}
 Author Affiliations

 1. Graduate School of Education, The University of Queensland, 4072, QLD, Australia
 2. Hillbrook Anglican School, 4051, Enoggera, QLD, Australia