Teacher-researchers can develop techno-mathematical literacy by posing and teaching problems with digital tools
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10 juillet 2023
- handle: 10670/1.5weh6q
- isbn: 978-963-7031-04-5
- hal: hal-04412097
info:eu-repo/semantics/OpenAccess
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Problem posing teachers as researchers teaching mathematics with technology digital literacy reflectionSujets proches
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Tikva Ovadiya, « Teacher-researchers can develop techno-mathematical literacy by posing and teaching problems with digital tools », HAL-SHS : sciences de l'éducation, ID : 10670/1.5weh6q
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Résumé
Current research has become interested in how techno-mathematical literacy evolves in teachers. This study of 15 mathematics teacher-researchers suggests that techno-mathematical literacy can evolve when teachers pose problems using digital tools that lead to ‘triggers’ that emerge as a result of contingent events that occur in the classroom. This paper describes four such triggers followed by an analysis of the teachers’ written reflections about the noticeable incidents that took place. The characteristics of these triggers suggest that teacher-researchers may find themselves in contingent situations in which both their knowledge of the digital tools required for problem posing and their mathematical knowledge for teaching these problems is undeveloped.