Platforms as Infrastructures for Mathematics Teachers' Work With Resources

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Standard

Platforms as Infrastructures for Mathematics Teachers' Work With Resources. / Tamborg, Andreas Lindenskov; Misfeldt, Morten.

Proceedings of the Third International Conference on Mathematics Textbook Research and Development. ed. / Sebastian Rezat; Lianghuo Fan; Mathias Hattermann; Jan Schumacher; Holger Wuschke. Universitätsbibliothek Paderborn, 2019. p. 105-110.

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Harvard

Tamborg, AL & Misfeldt, M 2019, Platforms as Infrastructures for Mathematics Teachers' Work With Resources. in S Rezat, L Fan, M Hattermann, J Schumacher & H Wuschke (eds), Proceedings of the Third International Conference on Mathematics Textbook Research and Development. Universitätsbibliothek Paderborn, pp. 105-110. https://doi.org/10.17619/UNIPB/1-768

APA

Tamborg, A. L., & Misfeldt, M. (2019). Platforms as Infrastructures for Mathematics Teachers' Work With Resources. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher, & H. Wuschke (Eds.), Proceedings of the Third International Conference on Mathematics Textbook Research and Development (pp. 105-110). Universitätsbibliothek Paderborn. https://doi.org/10.17619/UNIPB/1-768

Vancouver

Tamborg AL, Misfeldt M. Platforms as Infrastructures for Mathematics Teachers' Work With Resources. In Rezat S, Fan L, Hattermann M, Schumacher J, Wuschke H, editors, Proceedings of the Third International Conference on Mathematics Textbook Research and Development. Universitätsbibliothek Paderborn. 2019. p. 105-110 https://doi.org/10.17619/UNIPB/1-768

Author

Tamborg, Andreas Lindenskov ; Misfeldt, Morten. / Platforms as Infrastructures for Mathematics Teachers' Work With Resources. Proceedings of the Third International Conference on Mathematics Textbook Research and Development. editor / Sebastian Rezat ; Lianghuo Fan ; Mathias Hattermann ; Jan Schumacher ; Holger Wuschke. Universitätsbibliothek Paderborn, 2019. pp. 105-110

Bibtex

@inproceedings{47d76a9da3d240ff9d5375e6cf32f3e8,
title = "Platforms as Infrastructures for Mathematics Teachers' Work With Resources",
abstract = "In this paper, we describe how digital learning platforms can be analysed as “resources” using the documentational approach to didactics (DAD). We explore the case of Denmark where national platforms that are compulsory for mathematics teachers to use. These platforms are received both as useful by some teachers and as very problematic by others. We suggest that the compulsory nature of the implementation as well as the larger context of conflict between teachers and the government are critical factors explaining how the same technology are received so differently and we discuss how such phenomena concerning compulsory deep infrastructures can be seen with DAD.",
keywords = "teaching, teachers, digital learning platforms, DAD, Denmark, mathematics, technology",
author = "Tamborg, {Andreas Lindenskov} and Morten Misfeldt",
year = "2019",
month = aug,
day = "1",
doi = "10.17619/UNIPB/1-768",
language = "Dansk",
isbn = "978-3-945437-06-3",
pages = "105--110",
editor = "Sebastian Rezat and Lianghuo Fan and Mathias Hattermann and Jan Schumacher and Holger Wuschke",
booktitle = "Proceedings of the Third International Conference on Mathematics Textbook Research and Development",
publisher = "Universit{\"a}tsbibliothek Paderborn",

}

RIS

TY - GEN

T1 - Platforms as Infrastructures for Mathematics Teachers' Work With Resources

AU - Tamborg, Andreas Lindenskov

AU - Misfeldt, Morten

PY - 2019/8/1

Y1 - 2019/8/1

N2 - In this paper, we describe how digital learning platforms can be analysed as “resources” using the documentational approach to didactics (DAD). We explore the case of Denmark where national platforms that are compulsory for mathematics teachers to use. These platforms are received both as useful by some teachers and as very problematic by others. We suggest that the compulsory nature of the implementation as well as the larger context of conflict between teachers and the government are critical factors explaining how the same technology are received so differently and we discuss how such phenomena concerning compulsory deep infrastructures can be seen with DAD.

AB - In this paper, we describe how digital learning platforms can be analysed as “resources” using the documentational approach to didactics (DAD). We explore the case of Denmark where national platforms that are compulsory for mathematics teachers to use. These platforms are received both as useful by some teachers and as very problematic by others. We suggest that the compulsory nature of the implementation as well as the larger context of conflict between teachers and the government are critical factors explaining how the same technology are received so differently and we discuss how such phenomena concerning compulsory deep infrastructures can be seen with DAD.

KW - teaching

KW - teachers

KW - digital learning platforms

KW - DAD

KW - Denmark

KW - mathematics

KW - technology

U2 - 10.17619/UNIPB/1-768

DO - 10.17619/UNIPB/1-768

M3 - Konferencebidrag i proceedings

SN - 978-3-945437-06-3

SP - 105

EP - 110

BT - Proceedings of the Third International Conference on Mathematics Textbook Research and Development

A2 - Rezat, Sebastian

A2 - Fan, Lianghuo

A2 - Hattermann, Mathias

A2 - Schumacher, Jan

A2 - Wuschke, Holger

PB - Universitätsbibliothek Paderborn

ER -

ID: 231957156