Abstract
This chapter examines contemporary frameworks for analysing teacher expertise which are relevant to the integration of digital technologies into everyday teaching practice. It outlines three such frameworks, offering a critical appreciation of each, and then explores some commonalities, complementarities and contrasts between them: the Technological, Pedagogical and Content Knowledge (TPACK) framework (Koehler & Mishra, Contemporary Issues in Technology and Teacher Education, 9(1), 2009); the Instrumental Orchestration framework (Trouche, L. (2005). Instrumental genesis, individual and social aspects. In D. Guin, K. Ruthven, & L. Trouche (Eds.), The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (pp. 197–230). New York: Springer.); and the Structuring Features of Classroom Practice framework (Ruthven, Education & Didactique, 3(1), 2009). To concretise the discussion, the use of digital technologies for algebraic graphing, a now well established form of technology use in secondary school mathematics, serves as an exemplary reference situation: each of the frameworks is illustrated through its application in a study of teacher expertise relating to this topic (respectively Richardson, Contemporary Issues in Technology and Teacher Education, 9(2), 2009; Drijvers, Doorman, Boon, Reed, & Gravemeijer, Educational Studies in Mathematics, 75(2), 213–234, 2010; Ruthven, Deaney, & Hennessy, Educational Studies in Mathematics, 71(3), 279–297, 2009).
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References
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Ruthven, K. (2014). Frameworks for Analysing the Expertise That Underpins Successful Integration of Digital Technologies into Everyday Teaching Practice. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4638-1_16
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