Reshaping teacher and student roles in technology-enriched classrooms

Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000) Reshaping teacher and student roles in technology-enriched classrooms. Mathematics Education Research Journal, 12 3: 303-320. doi:10.1007/BF03217091

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Author Goos, M. E.
Galbraith, P. L.
Renshaw, P.
Geiger, V.
Title Reshaping teacher and student roles in technology-enriched classrooms
Journal name Mathematics Education Research Journal   Check publisher's open access policy
ISSN 1033-2170
2211-050X
Publication date 2000-12-01
Year available 2000
Sub-type Article (original research)
DOI 10.1007/BF03217091
Open Access Status File (Publisher version)
Volume 12
Issue 3
Start page 303
End page 320
Total pages 18
Place of publication Turramurra, NSW, Australia
Publisher Mathematics Education Research Group of Australasia
Collection year 2000
Language eng
Subject C1
330202 Curriculum Studies - Mathematics Education
740201 Secondary education
Formatted abstract
This paper draws on data from a three-year longitudinal study of secondary school classrooms to examine pedagogical issues in using technology resources in mathematics teaching—in particular, graphics calculators and overhead projection panels that allow screen output to be viewed by the whole class. We theorise four roles for technology in relation to such teaching and learning interactions—master, servant, partner, and extension of self—and illustrate this taxonomy with observational data from five senior secondary mathematics classrooms. Our research shows how technology can facilitate collaborative inquiry during both small group interactions and whole class discussions when students use their calculators and the overhead projection panel to share their mathematical understanding.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
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Created: Tue, 10 Jun 2008, 20:54:32 EST