Abstract
This paper reports on a part of my ethnographic study about uses of the Internet for teacher professional
development and teaching mathematics. Drawing on two case studies of teachers in Queensland, I analyse
what factors (personal and contextual) support or inhibit mathematics teachers in making use of the Internet
for teacher professional development and for teaching mathematics. The findings support the notion that
teachers’ knowledge and beliefs are key determinants in embracing technology as a tool for teaching and
learning.
development and teaching mathematics. Drawing on two case studies of teachers in Queensland, I analyse
what factors (personal and contextual) support or inhibit mathematics teachers in making use of the Internet
for teacher professional development and for teaching mathematics. The findings support the notion that
teachers’ knowledge and beliefs are key determinants in embracing technology as a tool for teaching and
learning.
| Original language | English |
|---|---|
| Title of host publication | Navigating currents and charting directions |
| Editors | Merrilyn Goos, Ray Brown, Katie Makar |
| Place of Publication | Brisbane |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 399-405 |
| Number of pages | 7 |
| Volume | 2 |
| ISBN (Print) | 9781920846176 |
| Publication status | Published - 2008 |
| Externally published | Yes |
| Event | 31st annual conference of Mathematics Education Research Group of Australasia - Brisbane, Australia Duration: 28 Jun 2008 → 1 Jul 2008 |
Conference
| Conference | 31st annual conference of Mathematics Education Research Group of Australasia |
|---|---|
| Country/Territory | Australia |
| City | Brisbane |
| Period | 28/06/08 → 1/07/08 |