Scaling mathematics teachers' professional development in relation to technology – probing the fidelity of implementation through landmark activities

Alison Clark-Wilson (1) , Celia Hoyles (1) , Richard Noss (1)

1 UCL - University College of London [London]

This paper reports research into aspects of 'scaling' classroom access to technology within the context of an English teacher development project, 'Cornerstone Maths'. The aim of this multi-year project is to address issues of underuse of dynamic mathematical technologies by lower secondary students in classrooms through: specially designed web-based software; teacher and student materials; and professional development. The paper proposes the construct of a landmark question as a means to assess the degree of fidelity of the resulting classroom implementations at scale and reports emergent data on this theme.

Mots clés: Mathematics; technology; teacher development; scaling; implementation fidelity

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Alison Clark-Wilson, Celia Hoyles, Richard Noss. Scaling mathematics teachers' professional development in relation to technology – probing the fidelity of implementation through landmark activities. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2333-2339. ⟨hal-01289251⟩