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Exploring a framework for technology integration in the mathematics classroom
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
2017 (English)In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T Gueudet, G, DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017, p. 2374-2381Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this paper is to investigate the potential of Ruthven's (2009) framework the Structuring Features of Classroom Practice (SFCP) as a tool to analyze empirical data to conceptualize and analyze teachers' reasoning about technology integration in the mathematics classroom. The framework is tested on interview data from a Swedish design research project seeking to develop design principles for Classroom Response System (CRS) tasks. The results show that the framework captures a large part of teachers' ways of reasoning, while the parts it does not capture are related to students' attitudes and behaviors. If the SFCP framework aims at capturing key features of classroom practice, and is to be built on a system of constructs closer to the 'lived world' of teacher experience and classroom practice, it would benefit from an extension.

Place, publisher, year, edition, pages
DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017. p. 2374-2381
Keywords [en]
Technology integration, framework, classroom response system
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-43990ISI: 000467053303007PubMedID: 27474034OAI: oai:DiVA.org:mdh-43990DiVA, id: diva2:1323481
Conference
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)
Available from: 2019-06-12 Created: 2019-06-12 Last updated: 2019-06-12Bibliographically approved

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Gustafsson, Patrik

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
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  • de-DE
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  • en-US
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  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
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