Abstract
This study analyses the pedagogical ideas underpinning teachers' accounts of the successful use of computer-based tools and resources to support the teaching and learning of mathematics. These accounts were elicited through group interviews with the mathematics departments in seven English secondary schools, conducted in the first half of 2000. The central themes are organised to form a pedagogical model, capable of informing use of such technologies in classroom teaching, and of generating theoretical conjectures for future research. The thematic components of the model are summarised and related to prior research into computer use in mainstream schooling.
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Ruthven, K., Hennessy, S. A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning. Educational Studies in Mathematics 49, 47–88 (2002). https://doi.org/10.1023/A:1016052130572
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DOI: https://doi.org/10.1023/A:1016052130572