On Teaching and Learning Mathematics – Technologies

Sinclair, Nathalie

doi:10.1007/978-3-030-29396-3_6

Cited by 9 publications

(10 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Technological content knowledge (TCK) is knowledge about the ways in which technologies and content are interrelated. This knowledge is closely related to Sinclair's (2020) summary that using technologies also changes the mathematical content that is learned. Technological pedagogical knowledge (TPK) is knowledge about the existence, components and capabilities of different technologies as they are used in teaching and learning situations and, conversely, knowledge about how teaching might be changed by the use of certain technologies.…”

Section: Teachers' Knowledge and Beliefsmentioning

confidence: 84%

“…According to Donevska-Todorova & Trgalova (2017), using technologies in mathematics education is a complex phenomenon characterised by vivid dynamics. In this context, Sinclair (2020) summarises that using modern technologies leads to a change in the way mathematics is learned and the content that is learned. Such drastic change in mathematics education means that teachers have to adapt their methods and approaches to teaching.…”

Section: Theoretical Background Using Technologies In the Teaching And Learning Of Mathematicsmentioning

confidence: 99%

“…Technological pedagogical knowledge (TPK) is knowledge about the existence, components and capabilities of different technologies as they are used in teaching and learning situations and, conversely, knowledge about how teaching might be changed by the use of certain technologies. This knowledge is also of specific relevance to the teaching and learning mathematics, as according to Attard et al (2020), more and more technologies are being integrated into the learning of mathematics and, among other things, this is changing the teaching and complexity of mathematics (Donevska-Todorova & Trgalova, 2017;Sinclair, 2020). Pedagogical content knowledge (PCK) is the merging of content and pedagogy into an understanding of how certain aspects of subject matter are organised, adapted and presented for instruction and goes back to Shulman (1986).…”

Section: Teachers' Knowledge and Beliefsmentioning

confidence: 99%

See 2 more Smart Citations

Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria

Weinhandl

Houghton

Lindenbauer

et al. 2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Modern technologies have become an integral part in our society and are increasingly shaping the teaching of mathematics at every level of education. In Austria, the academic school year 2021/22 will undergo an extensive digitalisation; all students who start secondary school will be equipped with a digital device. Our paper reports on anticipated concerns and benefits of mathematics teachers who are required to integrate technologies into teaching mathematics at the first year of secondary education. We conducted an exploratory interview study with secondary mathematics teachers before schools received their digital devices. The data was analysed with techniques based on grounded theory approaches. We discovered that for teachers the anticipated concerns and benefits were: (A) discrimination of students by technologies, (B) by using technologies, students may lose basic mathematical knowledge and skills, (C) individual and playful acquisition of new technological competencies by teachers, and (D) using technologies to enhance differentiation and individualisation in mathematics teaching. One of the key findings of our study is that mathematics teachers in Austria feel capable enough to integrate technologies into the teaching and learning of mathematics at the beginning of secondary education and do not express the need for further technical training. This finding contradicts previous studies and provides a starting point for future investigations.

show abstract

Section: Teachers' Knowledge and Beliefsmentioning

confidence: 84%

Section: Theoretical Background Using Technologies In the Teaching And Learning Of Mathematicsmentioning

confidence: 99%

Section: Teachers' Knowledge and Beliefsmentioning

confidence: 99%

See 1 more Smart Citation

Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria

Weinhandl

Houghton

Lindenbauer

et al. 2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…Cognition in digital environments has been conceptualized as stemming from the interactions between individuals, technology, and the surrounding media, hence, humans-with-media entails the transformational and reorganizational power of the digital tools with which one thinks and acts (Borba & Villarreal, 2005). Sinclair (2020) agrees in that it is not possible to establish a clear boundary between one's actions and the thoughts prompted by digital tools in addressing those possibilities of interaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge for teaching mathematical problem-solving with technology: An exploratory study of a mathematics teacher’s proficiency

Jacinto

Carreira²

2023

EUR J SCI MATH ED

View full text Add to dashboard Cite

This paper presents the results of an exploratory case study that examined a veteran secondary teacher's knowledge for teaching non-routine mathematical problem-solving with digital technologies. Data was collected through the observation of a veteran mathematics teacher, in real time, solving a mathematical problem with the digital tools of his choice. The descriptive model Mathematical Problem-Solving with Technology (MPST) was used to analyse the teacher's utterances and actions while solving a mathematical problem, with GeoGebra and a spreadsheet, and expressing his reasoning also with technology. Our findings reveal the complexity of expert problem-solving with technology, through regulation processes and several micro-cycles that mainly involve the processes integrate and explore. Mathematical problem solving with technology entails relevant mathematical knowledge as well as knowledge about the mathematical affordances of the digital tools available, and the ability to combine them to develop a conceptual model of the solution to the problem. Thus, the teacher's technomathematical fluency seems crucial to successfully solve the problem and express the reasoning with technology. Based on the findings, we discuss the teachers' knowledge for teaching mathematical problem-solving with technology as including a particular kind of proficiency, techno-mathematical fluency for solving-and-expressing problems with technology. The limitations of the study, further research topics and implications for professional development and teacher education programmes are discussed.

show abstract

“…The available technological resources, such as computer algebra systems, interactive geometry software and applets, constitute new didactic tools to redefine the teaching of mathematics and, thus, develop problem solving and decision making among students, based on a reconceptualization which can lead to effective strategies to improve support in the use of mathematics at the classroom [5]. In this reconceptualization, the mathematics teacher faces the challenge of facilitating learning by providing students with access to teaching technology that includes mobile devices, specialized software and an Internet connection.…”

Section: Technology In the Teaching/learning Processmentioning

confidence: 99%