Digital Technology and Mid-Adopting Teachers’ Professional Development: A Case Study

Author:

Drijvers Paul,Tacoma Sietske,Besamusca Amy,van den Heuvel Cora,Doorman Michiel,Boon Peter

Publisher

Springer Netherlands

Reference26 articles.

1. Artigue, M., Drijvers, P., Lagrange, J-b, Mariotti, M. A., & Ruthven, K. (2009). Technologies numériques dans l’enseignement des mathématiques, où en est-on dans les recherches et dans leur intégration? [Technology in mathematics education: How about research and its integration?] In C. Ouvrier-Buffet & M.-J. Perrin-Glorian (Eds.), Approches plurielles en didactique des mathématiques; Apprendre à faire des mathématiques du primaire au supérieur: quoi de neuf? [Multiple approaches to the didactics of mathematics; learning mathematics from primary to tertiary level: What’s new?] (pp. 185–207). Paris: Université Paris Diderot Paris 7.

2. Boon, P. (2009). A designer speaks: Designing educational software for 3D geometry. Educational Designer, 1(2). Retrieved June 19, 2012, from http://www.educationaldesigner.org/ed/volume1/issue2/article7/

3. Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69.

4. Doerr, H. M., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41, 143–163.

5. Doorman, M., Drijvers, P., Gravemeijer, K., Boon, P., & Reed, H. (2012). Tool use and the development of the function concept: From repeated calculations to functional thinking. International Journal of Science and Mathematics Education, 10(6), 1243–1267.

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