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Introduction

  • Alison Clark-Wilson
  • Ornella Robutti
  • Nathalie Sinclair
Chapter
Part of the Mathematics Education in the Digital Era book series (MEDE, volume 2)

Abstract

Teacher education is an important issue for society and it is framed within cultural, social, political and historical contexts. In recent years international research in mathematics education has offered a range of theoretical perspectives that provide different and interrelated frames and viewpoints (Ball and Bass 2003; Clark and Hollingworth 2002; Davis and Simmt 2006; Jaworski 1998; Wood 2008). The role of digital technologies within this discourse has an increasing relevance as the society and government place demands on teachers to integrate technology into their classroom practices so that students can experience its potential as a powerful learning tool (Drijvers et al. 2010; Lagrange et al. 2003; Trouche 2004).

Keywords

Teacher Education Digital Technology Technology Integration Mathematics Classroom Secondary Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Alison Clark-Wilson
    • 1
  • Ornella Robutti
    • 2
  • Nathalie Sinclair
    • 3
  1. 1.London Knowledge Lab, Institute of EducationUniversity of LondonLondonUK
  2. 2.Dipartimento di MatematicaUniversità di TorinoTurinItaly
  3. 3.Faculty of EducationSimon Fraser UniversityBurnabyCanada

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