2003
DOI: 10.1016/s0732-3123(03)00005-1
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Perspectives on technology mediated learning in secondary school mathematics classrooms

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Cited by 110 publications
(69 citation statements)
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References 12 publications
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“…Based on a three year longitudinal case study of a class of students studying mathematics in technologically rich environments, Galbraith, Renshaw, Goos and Geiger (2003) provide a description of the role of technology in the process of working with applications of mathematics and mathematical modelling. In this description, illustrated in Figure 1, mathematical modelling is presented as a cyclic process that starts with a problem set in a life-related context.…”
Section: Technology For Dealing With Routines and Mathematical Processesmentioning
confidence: 99%
“…Based on a three year longitudinal case study of a class of students studying mathematics in technologically rich environments, Galbraith, Renshaw, Goos and Geiger (2003) provide a description of the role of technology in the process of working with applications of mathematics and mathematical modelling. In this description, illustrated in Figure 1, mathematical modelling is presented as a cyclic process that starts with a problem set in a life-related context.…”
Section: Technology For Dealing With Routines and Mathematical Processesmentioning
confidence: 99%
“…Little attention was given to issues of pedagogy and the nature of teachers" professional learning within and beyond the school environment (Windschitl & Sahl, 2002). To address some of these issues we have collaborated with various colleagues over several years in a series of studies informed by sociocultural theories of learning (see Goos, 2005a;Goos, 2005b;Goos, Galbraith, Renshaw, & Geiger, 2003). Sociocultural theories view learning as the product of interactions with other people and with material and representational tools offered by the learning environment.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…In an earlier study involving experienced mathematics teachers and their senior secondary school classes, my colleagues and I developed metaphors to describe how such technologies can provide a vehicle for incorporating new teaching roles (see Goos et al, 2000Goos et al, , 2003. Teachers can see technology as a master if their knowledge and competence are limited to a narrow range of operations, especially in situations where external pressures from education systems force implementation.…”
Section: Teaching With Technologymentioning
confidence: 99%
“…Technology becomes an extension of self when seamlessly incorporated into a teacher's pedagogical and mathematical repertoire, such as through the integration of a variety of technology resources into course planning and the everyday practices of the mathematics classroom. These four modes of working are not necessarily tied to the level of mathematics taught or to the kinds of technologies available, and teachers do not necessarily remain attached to a single mode of working with technology in the classroom (see Goos et al, 2003, for a classroom case study that illustrates multiple modes of working). Nevertheless, the categories elaborate increasingly sophisticated ways in which teachers may appropriate technology as a cultural tool, and also provide a means of tracing trajectories of professional growth as teachers construct new pedagogical identities.…”
Section: Teaching With Technologymentioning
confidence: 99%