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The Mathematics Teacher in the Digital Era pp 139–161Cite as

Technology Integration in Secondary School Mathematics: The Development of Teachers’ Professional Identities

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Part of the book series: Mathematics Education in the Digital Era ((MEDE,volume 2))

Abstract

This chapter reports on research into the impact of digital technologies on Australian mathematics teachers’ classroom practice. The aim of the study was to identify and analyse individual and contextual factors influencing secondary mathematics teachers’ use of technology, and compare ways in which these factors come together to shape teachers’ pedagogical identities. The first section of the chapter examines the teacher’s role in terms of their pedagogical identities as users of technology, and introduces two theoretical frameworks for investigating trajectories of identity development. One framework classifies ways in which technology can change teaching and learning roles and mathematical practices. The other is concerned with teacher learning and development, and explains why teachers might embrace or resist technology-related change. The sections that follow provide case studies of two beginning teachers of secondary school mathematics who were integrating digital technologies into their classroom practice. Analysis of these case studies highlights issues related to identity development and demonstrates that identity trajectories are neither random nor fully determined, but instead are constrained by person-environment relationships.

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Author information

Authors and Affiliations

  1. School of Education, The University of Queensland, Brisbane, Australia

    Merrilyn Goos

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  1. Merrilyn Goos
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Correspondence to Merrilyn Goos .

Editor information

Editors and Affiliations

  1. London Knowledge Lab Institute of Education, University of London, London, UK

    Alison Clark-Wilson

  2. Dipartimento di Matematica, Università di Torino, Turin, Italy

    Ornella Robutti

  3. Faculty of Education, Simon Fraser University, Burnaby, BC, Canada

    Nathalie Sinclair

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Goos, M. (2014). Technology Integration in Secondary School Mathematics: The Development of Teachers’ Professional Identities. 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_7

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