Autores - Editores Goos, Merrilyn
Lista de elementos
Control de clasificación y visualización
3 items found1 filter applied Vaciar filtros
- AutoresGoos, Merrilyn
Items list results
Sociocultural perspectives on research with mathematics teachers: a Zone Theory Approach

Descripción
Sociocultural theories view teacher learning as changing participation in social practices that develop their professional identities rather than as acquisition of new knowledge or beliefs that are internal to the individual. Although sociocultural research on mathematics teacher education has tended to focus on understanding teachers’ learning, this paper argues that sociocultural perspectives can also guide more interventionist research involving changing classroom practice. The approach illustrated here uses an adaptation of Valsiner’s zone theory to analyse teacher learning and development in two separate research studies. In one study the aim was to understand how teachers incorporated digital technologies into their practice, while the other study helped teachers implement an investigative approach to working mathematically consistent with a new curriculum. In both studies, productive tensions between teachers’ beliefs, contexts, and goals were a trigger for learning and development.
Lista de autores
Goos, Merrilyn
Fecha
2012
Autores
Términos clave
Aprendizaje | Constructivismo | Desarrollo del profesor | Otro (tipos estudio) | Tipos de metodología
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años)
Enfoque
Tipo de documento
A sociocultural framework for understanding technology integration in secondary school mathematics

Descripción
This paper proposes a theoretical framework for analyzing relationships between factors influencing teachers’ use of digital technologies in secondary mathematics classrooms. The framework adapts Valsiner’s zone theory of child development to study teacher learning in terms of the interaction between teacher knowledge and beliefs, professional contexts and professional learning experiences. Use of the framework is illustrated by case studies of an early career teacher and an experienced teacher.
Lista de autores
Goos, Merrilyn
Fecha
2010
Autores
Términos clave
Formación | Informáticos (recursos centro) | Situado sociocultural
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación secundaria básica (12 a 16 años)