Increasing Students' Involvement in Technology-supported Mathematics Lesson Sequences

Title
Increasing Students' Involvement in Technology-supported Mathematics Lesson Sequences
Publication Date
2015
Author(s)
Prodromou, Theodosia
( author )
OrcID: https://orcid.org/0000-0002-0685-7756
Email: tprodrom@une.edu.au
UNE Id une-id:tprodrom
Lavicza, Zsolt
Koren, Balazs
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Research Information Ltd
Place of publication
United Kingdom
DOI
10.1564/tme_v22.4.05
UNE publication id
une:18741
Abstract
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.
Link
Citation
The International Journal for Technology in Mathematics Education, 22(4), p. 169-177
ISSN
2045-2519
1744-2710
Start page
169
End page
177

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