<p>A sociocultural framework for understanding technology integration in secondary school mathematics</p>

Merrilyn Goos

doi:10.30827/pna.v5i1.6159

Autores/as

Merrilyn Goos University of Queensland, Australia

DOI:

https://doi.org/10.30827/pna.v5i1.6159

Palabras clave:

Desarrollo profesional del profesor de matemáticas, Tecnología, Teorías socioculturales

Resumen

This paper proposes a theoretical framework for analyzing relationships between factors influencing teachers’ use of digital technologies in secondary mathematics classrooms. The framework adapts Valsiner’s zone theory of child development to study teacher learning in terms of the interaction between teacher knowledge and beliefs, professional contexts and professional learning experiences. Use of the framework is illustrated by case studies of an early career teacher and an experienced teacher.

Un marco sociocultural para comprender la integración de la tecnología en las matemáticas escolares de secundaria

Este artículo propone un marco conceptual para analizar las relaciones entre los factores que afectan al uso que el profesor hace de las tecnologías digitales en el aula de matemáticas de secundaria. Este marco adapta la teoría de Valsiner sobre el desarrollo del niño para estudiar el aprendizaje del profesor en términos de la interacción entre el conocimiento y las creencias del profesor, los contextos y las experiencias profesionales de aprendizaje. La puesta en práctica de este marco conceptual se ilustra con estudios de caso de un profesor novel y un profesor experimentado.

Handle: http://hdl.handle.net/10481/4980

Nº de citas en WOS (2017): 1 (Citas de 2º orden, 0)

Nº de citas en SCOPUS (2017): 1 (Citas de 2º orden, 0)

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Biografía del autor/a

Merrilyn Goos, University of Queensland, Australia

Código ORCID

ResearcherID

Citas

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