Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation
 Merrilyn Goos,
 Sophie SouryLavergne,
 Teresa Assude,
 Jill Brown,
 Chow Ming Kong,
 Derek Glover,
 Brigitte Grugeon,
 Colette Laborde,
 Zsolt Lavicza,
 Dave Miller,
 Margaret Sinclair
 … show all 11 hide
Abstract
This chapter analyses and compares various theoretical frameworks that illuminate the teacher's role in technologyintegrated learning environments and the interrelationship between factors influencing teachers' use of digital technologies. The first section of the chapter considers three frameworks drawing on instrumental genesis, zone theory, and complexity theory, and examines their relevance by interpreting lesson excerpts from alternative theoretical perspectives. This section also outlines research on relationships between teachers' beliefs, attitudes, mathematical and pedagogical knowledge, and institutional contexts and their use of digital technologies in school and university mathematics education. The second section considers classroom implementation issues by asking what we can learn from teachers who use, or have tried to use, digital technologies for mathematics teaching. Issues arising here concern criteria for effective use and the nature of what counts as “progress” in technology integration. The final section of the chapter identifies work that needs to be done to further develop, test, and apply useful theoretical frameworks and methodologies.
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 Title
 Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation
 Book Title
 Mathematics Education and TechnologyRethinking the Terrain
 Book Subtitle
 The 17th ICMI Study
 Pages
 pp 311328
 Copyright
 2010
 DOI
 10.1007/9781441901460_14
 Print ISBN
 9781441901453
 Online ISBN
 9781441901460
 Series Title
 New ICMI Study Series
 Series Volume
 13
 Series ISSN
 13876872
 Publisher
 Springer US
 Copyright Holder
 SpringerVerlag US
 Additional Links
 Topics
 Keywords

 Theoretical frameworks
 Teachers and teaching
 Instrumental genesis
 Zone theory
 Complexity theory
 Affordances
 Teacher beliefs
 Teacher knowledge
 Institutional context
 Technology integration
 eBook Packages
 Editors

 Celia Hoyles ^{(ID1)}
 JeanBaptiste Lagrange ^{(ID2)}
 Editor Affiliations

 ID1. Inst. Education, University College London
 ID2. IUFM de Reims
 Authors
 Author Affiliations

 1. University of Queensland, Brisbane, QLD, Australia
 2. University Joseph Fourier and IUFM of Grenoble, Grenoble, France
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