Emergent pedagogies and the changing role of the teacher in the TI-nspire navigator-networked mathematics classroom.

Autor/in	Clark-Wilson, Alison
Titel	Emergent pedagogies and the changing role of the teacher in the TI-nspire navigator-networked mathematics classroom.
Quelle	In: ZDM : mathematics education, 42 (2010) 7, S. 747-761 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-010-0279-0
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Pädagogische Forschung; Lehrer; Hospitation; Lehr-Lern-Prozess; Mathematikunterricht; Technologie; Bewertung; Entwicklung; Vernetzung
Abstract	It is generally accepted that the introduction of networked technologies to the mathematics classroom can stimulate an irreversible change within the classroom concerning: the role of the teacher; the nature of the classroom tasks; and the way in which students engage in the process of learning mathematics. This article will use the context of a classroom-based study into teachers' developing practices with the TI-Nspire Navigator-networked system of handhelds to explore the nature of these practices and the implications for the mathematics classroom. The emergence of a range of formative assessment practices is described and the implication of these practices on desirable learning opportunities (as described by the teachers themselves) is discussed.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2011/4