Teaching Mathematics Meaningfully with Technology: Design Principles for Professional Development

Autor/inn/en	Kanandjebo, Leena Ngonyofi; Lampen, Erna
Titel	Teaching Mathematics Meaningfully with Technology: Design Principles for Professional Development
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 26 (2022) 2, S.142-152 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2022.2106072
Schlagwörter	Mathematics Instruction; Educational Technology; Instructional Design; Mathematics Teachers; Faculty Development; Technology Integration; Cultural Context; Foreign Countries; Mathematics Curriculum; Teaching Methods; Technology Uses in Education; Namibia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper argues that the practice of teaching and learning is being re-defined as technology enables a re-imagining of what can be taught, and how it could be taught. In Namibia, demands on mathematics teachers to incorporate technology use into their teaching practice are often mismatched with the curriculum. This theoretical paper proposes meaningful mathematics teaching via technology, instead of a mere response to societal adoption of digital tools. The concept of meaningful teaching is viewed through a Vygotskian lens. Kilpatrick et al.'s five Strands of Mathematical Proficiency inform the interpretation of goals for teaching mathematics with technology. We discuss the gaps in current models for professional development for teaching with technology when we take the Namibian cultural historical context into consideration. Activity Theory is used to conceptualise a two-triangle embedded activity system of teachers and professional developers, and to reflect on nodal interactions. We conclude by proposing some principles for the design of professional development programmes that aim to support mathematics teachers in using technology in their teaching. The principles may be useful for professional development in other developing countries with uneven access to both technology and reformed mathematics curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01