Teacher view of the tools and aids competency in mathematics

Research output: Contribution to conference › Paper › Research › peer-review

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Teacher view of the tools and aids competency in mathematics. / Dreyøe, Jonas.

2023. Paper presented at 14th International Congress on Mathematical Education , Shanghai, China.

Research output: Contribution to conference › Paper › Research › peer-review

Harvard

Dreyøe, J 2023, 'Teacher view of the tools and aids competency in mathematics', Paper presented at 14th International Congress on Mathematical Education , Shanghai, China, 11/07/2021 - 18/07/2021.

APA

Dreyøe, J. (Accepted/In press). Teacher view of the tools and aids competency in mathematics. Paper presented at 14th International Congress on Mathematical Education , Shanghai, China.

Vancouver

Dreyøe J. Teacher view of the tools and aids competency in mathematics. 2023. Paper presented at 14th International Congress on Mathematical Education , Shanghai, China.

Author

Dreyøe, Jonas. / Teacher view of the tools and aids competency in mathematics. Paper presented at 14th International Congress on Mathematical Education , Shanghai, China.4 p.

Bibtex

@conference{08de44ccb7924285a0f1293a293c653f,
title = "Teacher view of the tools and aids competency in mathematics",
abstract = "This paper reports on the findings from a workshop about why teachers would or would not choose to utilize digital tools in their mathematics teaching.The participants in this 2-daylong workshop were two mathematics teachers, one teacher student and one PhD student in mathematics education.This workshop was of the format Datasprint, where participants with different backgrounds come together to work on this problem, by interpreting and discussion data and a research question. The data in this paper is thus comprised of two layers, one being audio recordings from the workshop as well as documents constructed by the participants. The second layer being 2262 planned teaching sequences entered into a Learning Management System. The analysis of the combination of the data show that a lot of teaching with digital tools is segregated from other parts of mathematics, as well as teachers finding this tobe a surprise.",
author = "Jonas Drey{\o}e",
year = "2023",
language = "English",
note = "null ; Conference date: 11-07-2021 Through 18-07-2021",
url = "https://www.icme14.org/static/en/index.html",

}

RIS

TY - CONF

T1 - Teacher view of the tools and aids competency in mathematics

AU - Dreyøe, Jonas

N1 - Conference code: 14

PY - 2023

Y1 - 2023

N2 - This paper reports on the findings from a workshop about why teachers would or would not choose to utilize digital tools in their mathematics teaching.The participants in this 2-daylong workshop were two mathematics teachers, one teacher student and one PhD student in mathematics education.This workshop was of the format Datasprint, where participants with different backgrounds come together to work on this problem, by interpreting and discussion data and a research question. The data in this paper is thus comprised of two layers, one being audio recordings from the workshop as well as documents constructed by the participants. The second layer being 2262 planned teaching sequences entered into a Learning Management System. The analysis of the combination of the data show that a lot of teaching with digital tools is segregated from other parts of mathematics, as well as teachers finding this tobe a surprise.

AB - This paper reports on the findings from a workshop about why teachers would or would not choose to utilize digital tools in their mathematics teaching.The participants in this 2-daylong workshop were two mathematics teachers, one teacher student and one PhD student in mathematics education.This workshop was of the format Datasprint, where participants with different backgrounds come together to work on this problem, by interpreting and discussion data and a research question. The data in this paper is thus comprised of two layers, one being audio recordings from the workshop as well as documents constructed by the participants. The second layer being 2262 planned teaching sequences entered into a Learning Management System. The analysis of the combination of the data show that a lot of teaching with digital tools is segregated from other parts of mathematics, as well as teachers finding this tobe a surprise.

UR - https://www.mathunion.org/icmi/conferences/icme/past-icmes

UR - https://www.mathunion.org/icmi/publications/icme-proceedings-and-publications

M3 - Paper

Y2 - 11 July 2021 through 18 July 2021

ER -

ID: 252408295