Mathematical practices of teachers in technology-enhanced classrooms: A case of teaching slope concept

2019-12-18
Yemen Karpuzcu, Seçil
Işıksal Bostan, Mine
While it is obvious that teachers need to have mathematical knowledge under different domains, few studies put forward teaching practices associating them with teacher moves in the background of the mathematical knowledge used in teaching in a technology enhanced classroom environment. Moreover, characterizing those practices can show a practical understanding of the knowledge for its usefulness in teaching in which tools and dynamic technologies are deemed necessary. In this study, we examined the characteristics of teachers’ mathematical practices in a classroom teaching where the students engaged in a sequence of GeoGebra-integrated tasks designed to support students’ conceptualizations of slope of an object. The results suggest teacher moves for the GeoGebra-integrated tasks for conceptualization and suggestions for teaching practices from pedagogical perspectives.
The Eleventh Congress of the European Society for Research in Mathematics Education (CERME10, February 6-10, 2019)

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Citation Formats
S. Yemen Karpuzcu and M. Işıksal Bostan, “Mathematical practices of teachers in technology-enhanced classrooms: A case of teaching slope concept,” presented at the The Eleventh Congress of the European Society for Research in Mathematics Education (CERME10, February 6-10, 2019), Utrecht, Netherlands, 2019, Accessed: 00, 2021. [Online]. Available: https://hal.archives-ouvertes.fr/hal-02417085/.