A sociocultural framework for understanding technology integration in secondary school mathematics
Main Article Content
Abstract
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
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)