Abstract
Research in the field of teacher development courses in mathematics and technology is still in its infancy. In order to offer reference marks for this field, this chapter explores the variety of views and options that underpin such courses. The investigation considers the views and options provided by five contributions to the ICMI study conference from three different continents, each based on a specific teacher education course. The authors propose to characterize the views with regard to three aspects: implementation of technology in the classroom and in teacher education, changes in teachers' role, activity and practices, and adaptation of teaching practices with regard to time and professional proficiency. They also propose to classify the options first with regard to the content, and secondly with regard to teaching strategies. Six types of content - curriculum, potential of software, instrumental genesis, new and old tasks, new teaching abilities, professional context - and four main strategies - demonstration, role playing, “in practice”, and learning communities - are identified.
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Notes
- 1.
English translation: improving geometry learning with computers.
References
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Grugeon, B., Lagrange, JB., Jarvis, D., Alagic, M., Das, M., Hunscheidt, D. (2009). Teacher Education Courses in Mathematics and Technology: Analyzing Views and Options. In: Hoyles, C., Lagrange, JB. (eds) Mathematics Education and Technology-Rethinking the Terrain. New ICMI Study Series, vol 13. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0146-0_15
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