This paper introduces part of a larger study on the use of technology, specifically mathematics education software, by secondary mathematics teachers. It presents some of the data collected with the aim of investigating teachers’ use of mathematics-education software: why are certain settings
used, or underused, how are they used, and what are the reasons behind such use? The findings will be discussed by drawing on the documentational approach (Gueudet & Trouche, 2009) and teaching triad (Jaworski, 1994). The data collected is for one interview and one lesson observation with a secondary mathematics teacher. While the documentational approach provides an overview
of the set of resources being integrated to achieve a specific goal, the teaching triad presents a lens to observe teachers’ considerations when implementing a task in a mathematics lesson.
|Conference||10th Conference of European Research in Mathematics Education|
|Period||1/02/17 → 5/02/17|