Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4941698 | Teaching and Teacher Education | 2017 | 14 Pages |
Abstract
Teachers' perception of changes to their teaching practice, with respect to digital technology use in secondary school mathematics, during their participation in a research project are reported. Two case studies are presented of teacher perspectives illustrative of the range of perceived changes teachers made to their practice and positions along the 'path of change' during their participation in the project. Participating in a project supportive of teacher change and resulting in perception of substantial change was necessary, but not sufficient, to meet the goal of transformative use of digital technologies to increase the level of cognitive demand experienced by students.
Related Topics
Social Sciences and Humanities
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Authors
Jill P. Brown,