Mathematics teachers and digital tools

John Monaghan (1, 2) , Luc Trouche (3)

1 UIA - University of Agder
2 University of Leeds
3 EA S2HEP - Sciences et Société ; Historicité, Éducation et Pratiques

This chapter considers mathematics teachers’ appropriation and classroom use of digital tools. The first section considers teachers—who are they, how are they conceived in the literature and what aspects of teachers have been studied? The second section examines twenty-first century research on mathematics teachers using digital tools. This sheds light on the complexity of mathematics teachers’ appropriation and classroom use of digital tools but what we find is that our focus is too narrow and we need to consider digital tools within the range of resources use in planning and realising their lessons, which leads us to the third section, mathematics teachers using resources. We end with a review of the current state of understanding and an agenda for future research

Mots clés: Mathematics education; digital tools; appropriation; classroom use; orchestration

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

John Monaghan, Luc Trouche. Mathematics teachers and digital tools. John Monaghan, Luc Trouche, Jonathan Borwein. Tools and mathematics, instruments for learning, 110, Springer International Publishing, pp.357-384, 2016, Mathematics education library, 978-3-319-02395-3. ⟨10.1007/978-3-319-02396-0_15⟩. ⟨hal-01548733⟩