Abstract
This chapter provides an overview of the book’s content in relation to the ‘grain size’ of the focus and analysis of the different methodologies contained within the constituent chapters. In addition it offers some classification in terms of static, dynamic and more evolutionary approaches to researching teachers’ uses of digital technologies in classrooms, whilst emphasising the importance of the different approaches. The chapter ends by suggesting some possible approaches to the use of the book’s content for academic teaching scenarios, particularly those that involve practising mathematics teachers. The examples that are provided give ideas on how to engage teachers in both reflective thought alongside the provision of use of theoretical constructs that may support the ongoing development of their classroom practices with technology.
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Reference
Sfard, A. (2005). What could be more practical than good research? On mutual relations between research and practice of mathematics education. Educational Studies in Mathematics, 58(3), 393–413.
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© 2014 Springer Science+Business Media Dordrecht
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Clark-Wilson, A., Robutti, O., Sinclair, N. (2014). Summary and Suggested Uses for the Book. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4638-1_17
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DOI: https://doi.org/10.1007/978-94-007-4638-1_17
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