Technology-Enriched Teaching of Secondary Mathematics: Factors Influencing Innovative Practice
نویسندگان
چکیده
This paper reports on the initial phase of a research study that is investigating how and why secondary school mathematics teachers use digital technologies to help their students learn. Case studies of a beginning teacher and an experienced teacher, both of whom are regarded as effective users of technology, aim to identify critical factors that support or hinder innovative teaching and learning. The findings are analysed with the aid of Valsiner’s (1997) zone theory to study interactions between teachers’ knowledge and beliefs, their professional contexts, and their formal and informal professional development experiences.
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Influencing factors on integrating professional learning of secondary mathematics teachers with the analysis, interpretation and decision-making of their teaching
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