Technology integration in secondary school mathematics: the development of teachers' professional identities

Goos, Merrilyn (2014). Technology integration in secondary school mathematics: the development of teachers' professional identities. In Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair (Ed.), The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development (pp. 139-161) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-4638-1_7

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Author Goos, Merrilyn
Title of chapter Technology integration in secondary school mathematics: the development of teachers' professional identities
Title of book The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development
Place of Publication Dordrecht, Netherlands
Publisher Springer
Publication Year 2014
Sub-type Research book chapter (original research)
DOI 10.1007/978-94-007-4638-1_7
Open Access Status Not yet assessed
Series Mathematics Education in the Digital Era
ISBN 9789400746374
9789400746381
ISSN 2211-8136
2211-8144
Editor Alison Clark-Wilson
Ornella Robutti
Nathalie Sinclair
Volume number 2
Chapter number 5
Start page 139
End page 161
Total pages 23
Total chapters 15
Language eng
Formatted Abstract/Summary
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.
Keyword Identity
Sociocultural perspectives
Technology metaphors
Valsiner
Zone theory
Zone of proximal development
Zone of free movement
Zone of promoted action
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2015 Collection
School of Education Publications
 
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Created: Mon, 06 Jan 2014, 20:14:07 EST by Claire Backhouse on behalf of School of Education