Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge

Catherine Attard; Joanne Orlando

Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge

School of Education

Research output: Chapter in Book / Conference Paper › Conference Paper › peer-review

Abstract

Information and communication technologies (ICT) are positioned in policy/syllabus documents as an essential resource in the teaching of mathematics. Given their youth and lifelong experience with technology, early career teachers (ECTs) are expected to excel in their use of ICT; however, we are not clear on the viability of these expectations and the reality of their teaching practices. This paper draws on data from three separate studies to explore how ECTs use technology in their teaching. Although their use of Interactive Whiteboards did not pose challenges, use of iPads did, and the teachers' mathematical knowledge for teaching appeared to be directly related to how they used their technology.

Original language	English
Title of host publication	Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 37), Aerial Centre, the University of Technology, Sydney, NSW, Australia, 29 June to 3 July 2014Ã¢€ƒ
Publisher	Mathematics Education Research Group of Australasia
Pages	71-78
Number of pages	8
ISBN (Print)	9781920846275
Publication status	Published - 2014
Event	Mathematics Education Research Group of Australasia. Conference - Duration: 29 Jun 2014 → …

Conference

Conference	Mathematics Education Research Group of Australasia. Conference
Period	29/06/14 → …

Cite this

Attard, C., & Orlando, J. (2014). Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge. In Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 37), Aerial Centre, the University of Technology, Sydney, NSW, Australia, 29 June to 3 July 2014Ã¢€ƒ (pp. 71-78). Mathematics Education Research Group of Australasia.

Attard, Catherine ; Orlando, Joanne. / Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge. Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 37), Aerial Centre, the University of Technology, Sydney, NSW, Australia, 29 June to 3 July 2014Ã¢€ƒ. Mathematics Education Research Group of Australasia, 2014. pp. 71-78

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abstract = "Information and communication technologies (ICT) are positioned in policy/syllabus documents as an essential resource in the teaching of mathematics. Given their youth and lifelong experience with technology, early career teachers (ECTs) are expected to excel in their use of ICT; however, we are not clear on the viability of these expectations and the reality of their teaching practices. This paper draws on data from three separate studies to explore how ECTs use technology in their teaching. Although their use of Interactive Whiteboards did not pose challenges, use of iPads did, and the teachers' mathematical knowledge for teaching appeared to be directly related to how they used their technology.",

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Attard, C & Orlando, J 2014, Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge. in Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 37), Aerial Centre, the University of Technology, Sydney, NSW, Australia, 29 June to 3 July 2014Ã¢€ƒ. Mathematics Education Research Group of Australasia, pp. 71-78, Mathematics Education Research Group of Australasia. Conference, 29/06/14.

Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge. / Attard, Catherine ; Orlando, Joanne.
Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 37), Aerial Centre, the University of Technology, Sydney, NSW, Australia, 29 June to 3 July 2014Ã¢€ƒ. Mathematics Education Research Group of Australasia, 2014. p. 71-78.

Research output: Chapter in Book / Conference Paper › Conference Paper › peer-review

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AB - Information and communication technologies (ICT) are positioned in policy/syllabus documents as an essential resource in the teaching of mathematics. Given their youth and lifelong experience with technology, early career teachers (ECTs) are expected to excel in their use of ICT; however, we are not clear on the viability of these expectations and the reality of their teaching practices. This paper draws on data from three separate studies to explore how ECTs use technology in their teaching. Although their use of Interactive Whiteboards did not pose challenges, use of iPads did, and the teachers' mathematical knowledge for teaching appeared to be directly related to how they used their technology.

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Attard C , Orlando J. Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge. In Curriculum in Focus: Research Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 37), Aerial Centre, the University of Technology, Sydney, NSW, Australia, 29 June to 3 July 2014Ã¢€ƒ. Mathematics Education Research Group of Australasia. 2014. p. 71-78

Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge

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