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Teachers’ Activities in Technology-Based Mathematics Lessons

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Abstract

This paper focuses on high school mathematics teachers and what they do when they use digital technology in their lessons. It is essentially a discursive paper but it uses data from a project on teachers using technology to illustrate points. The main aim of the paper is to present an holistic account of factors influencing teachers’ practice. A secondary aim is to present the integration of technology into lessons as a complex issue. Saxe’s four parameter model of goal-linked practice is employed to show how different dimensions of teachers’ activities interrelate in this complex undertaking. The paper ends with a consideration of approaches related to Saxe’s model.

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  1. Centre for Studies in Science and Mathematics Education, University of Leeds, Leeds, LS2 9JT, UK

    John Monaghan

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  1. John Monaghan
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Correspondence to John Monaghan.

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Monaghan, J. Teachers’ Activities in Technology-Based Mathematics Lessons. Int J Comput Math Learning 9, 327–357 (2004). https://doi.org/10.1007/s10758-004-3467-6

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