Developing pedagogical approaches to using digital technologies in mathematics
Developing pedagogical approaches to using digital technologies in mathematics
The evidence suggests that developing effective use of digital technologies in learning and teaching mathematics is a complex matter and that, for pre-service teachers, there is much to be learned in building the appropriate skills to do this. This chapter makes use of an extended model of pedagogical content knowledge that encompasses technological knowledge, skills and understanding as this provides a suitable viewpoint for considering pre-service teachers’ learning in this field. It also considers ways mentors in which can support pre-service teachers in the development of an inclusive pedagogy towards digital technologies, and discussion on developing and reflecting on progress in these aspects of teacher learning.
978-0-415-81990-9
25-41
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Jones, Keith
8a9f3107-17bd-4f18-8e6c-c962ee682d23
September 2013
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Jones, Keith
8a9f3107-17bd-4f18-8e6c-c962ee682d23
Hyde, Rosalyn and Jones, Keith
(2013)
Developing pedagogical approaches to using digital technologies in mathematics.
In,
Hyde, Rosalyn and Edwards, Julie-Ann
(eds.)
Mentoring Mathematics Teachers: Supporting and Inspiring Pre-service and Newly Qualified Teachers.
Abingdon, GB.
Routledge, .
Record type:
Book Section
Abstract
The evidence suggests that developing effective use of digital technologies in learning and teaching mathematics is a complex matter and that, for pre-service teachers, there is much to be learned in building the appropriate skills to do this. This chapter makes use of an extended model of pedagogical content knowledge that encompasses technological knowledge, skills and understanding as this provides a suitable viewpoint for considering pre-service teachers’ learning in this field. It also considers ways mentors in which can support pre-service teachers in the development of an inclusive pedagogy towards digital technologies, and discussion on developing and reflecting on progress in these aspects of teacher learning.
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More information
Published date: September 2013
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 358887
URI: http://eprints.soton.ac.uk/id/eprint/358887
ISBN: 978-0-415-81990-9
PURE UUID: e77e9ebb-9e0c-4da0-a9dd-ff287fe5af12
Catalogue record
Date deposited: 15 Oct 2013 10:50
Last modified: 08 Jan 2022 02:55
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Contributors
Author:
Keith Jones
Editor:
Rosalyn Hyde
Editor:
Julie-Ann Edwards
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