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Tools and Mathematics pp 357–384Cite as

Mathematics Teachers and Digital Tools

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Part of the book series: Mathematics Education Library ((MELI,volume 110))

Abstract

This chapter considers mathematics teachers’ appropriation and classroom use of digital tools. The first section considers teachers—who are they, how are they conceived in the literature and what aspects of teachers have been studied? The second section examines twenty-first century research on mathematics teachers using digital tools. This sheds light on the complexity of mathematics teachers’ appropriation and classroom use of digital tools but what we find is that our focus is too narrow and we need to consider digital tools within the range of resources use in planning and realising their lessons, which leads us to the third section, mathematics teachers using resources. We end with a review of the current state of understanding and an agenda for future research.

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Notes

  1. 1.

    ‘Reasons’ may not be the best term if it suggests some explicit logic behind actions; ‘agencies at play’ in an institutional setting may be a better term, suggesting a range of factors influencing teachers’ actions.

  2. 2.

    Actually a set of praxeologies realised in different institutions.

  3. 3.

    Mishra and Koehler (2006), like many authors, use the term ‘technology’ (short for ‘digital technology’). We prefer, in this book, the term ‘digital tool’ but realise that we are ‘nit picking’. We adopt the following usage in this chapter: when we are developing our own line of thought we shall use the term ‘digital tool’ but when we are discussing literature that uses the term ‘technology’, then we shall use the term ‘technology’.

  4. 4.

    This was outlined in Chap. 14. A brief resume is: the parameters activity structures, social interactions, conventions and artefacts and prior understandings interact and influence, and can interrupt, emergent goals arising in practice.

  5. 5.

    Pragmatic values which concern the range of application of a technique and epistemic values which concern the role of techniques in promoting mathematical understanding.

  6. 6.

    Networking theoretical approaches is a term used by the Congress of European Research on Mathematics Education (CERME), see, for example, Kidron, Bikner-Ahsbahs, Monaghan, Radford, and Sensevy (2012).

  7. 7.

    The photograph is available on https://iamliterate.wikispaces.com/Social+Studies+IRP.

  8. 8.

    Comments such as this are provided as possible comments which can be provided, not as exemplar comments.

  9. 9.

    Pairform@nce stands for ‘training (formation in French) based on collaborations with colleagues (pairs in French)’. The symbol @ evokes the importance of Internet in this program.

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Authors and Affiliations

  1. Department of Mathematical Sciences, University of Agder, Kristiansand, Norway

    John Monaghan

  2. Institut Français de l’Education, Ecole Normale Supérieure de Lyon, Lyon, France

    Luc Trouche

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  1. John Monaghan
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Monaghan, J., Trouche, L. (2016). Mathematics Teachers and Digital Tools. In: Tools and Mathematics. Mathematics Education Library, vol 110. Springer, Cham. https://doi.org/10.1007/978-3-319-02396-0_15

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  • DOI: https://doi.org/10.1007/978-3-319-02396-0_15

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