Challenging Assumptions about Relationships between Mathematics Pedagogy and ICT Integration: Surveying Teachers in English Secondary Schools

Autor/in	Bretscher, Nicola
Titel	Challenging Assumptions about Relationships between Mathematics Pedagogy and ICT Integration: Surveying Teachers in English Secondary Schools
Quelle	In: Research in Mathematics Education, 23 (2021) 2, S.142-158 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bretscher, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2020.1830156
Schlagwörter	Teaching Methods; Information Technology; Technology Integration; Mathematics Instruction; Secondary School Teachers; Computer Software; Case Studies; Foreign Countries; Correlation; Teacher Attitudes; Trend Analysis; Student Centered Learning; Mathematics Education; Mathematics Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Ausland; Korrelation; Lehrerverhalten; Trendanalyse; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	This study investigates associations between mathematics pedagogy and teachers' integration of Information Communication Technologies (ICT). As an early adopter of presentation-oriented hardware and software in mathematics classrooms, England represents a critical case for investigating associations between mathematics pedagogy and teachers' integration of ICT into classroom practice. This paper reports the results of a survey of English secondary mathematics teachers' use of ICT (n = 183). Using Rasch analysis to construct a measure of mathematics pedagogy, a consistent trend is found between frequent use of "teacher-centred" software and a more "student-centred" orientation. The analysis also suggests that some "teacher-centred" practices involving ICT may instead be construed as "dominant" practices. Taken together with case-study evidence of teachers' ICT integration from research on technology in education, these findings challenge assumptions about relationships between mathematics pedagogy and ICT integration prevalent in the mathematics education literature. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01