Prodromou, Theodosia

Lavicza, Zsolt

Koren, Balazs

2015

This article aims to report on a pilot or proof of concept study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework (Lavicza, Hohenwarter, Jones, Lu and Dawes, 2009a and Lavicza, Hohenwarter and Lu 2009b) for general technology integration. Our aim was to examine whether the results of this pilot study could be further utilised in material development and teachers training in a larger scale project GEOMATECH. Results of this study suggested that: a) even experienced teachers with extensive knowledge of technology use are challenged to transfer the control of the classroom to students, step back to become a facilitator in the classroom; b) teachers would have required already prepared worksheets that could be immediately suited to their lessons as their time for preparation was limited and needed to cover a wide range of materials; c) introducing technology through such sequencing would require more practice, experience and training.

The International Journal for Technology in Mathematics Education, 22(4), p. 169-177

2045-2519

1744-2710

https://hdl.handle.net/1959.11/18537

en

Research Information Ltd

Increasing Students' Involvement in Technology-supported Mathematics Lesson Sequences

Journal Article

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