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Integrating Technology in the Primary School Mathematics Classroom: The Role of the Teacher

  • María TriguerosEmail author
  • María-Dolores Lozano
  • Ivonne Sandoval
Chapter
Part of the Mathematics Education in the Digital Era book series (MEDE, volume 2)

Abstract

In this chapter, we analyse the role of the teacher when using digital resources in the primary school mathematics classroom in Mexico and its relation to students’ mathematical learning. We carry out this analysis through the use of an instrument that we developed in which we relate five different aspects of the role of the teacher we consider important with the three different uses of technology classified by Hughes (Journal of Technology and Teacher Education, 13(2), 277–302, 2005) namely replacement, amplification and transformation. We use an enactivist perspective that considers learning as effective action in a given context (Maturana, H., & Varela, F. The tree of knowledge: The biological roots of human understanding, Revised Edition, Boston: Shambhala, 1992) in order to describe the way in which differences both in the uses of technology and in the role the teacher assumes in the classroom contribute to creating classroom contexts in which mathematical learning is promoted to different degrees.

Keywords

Digital technology Enciclomedia Role of the teacher Enactivism Mathematics learning Uses of technology 

Notes

Acknowledgements

 This project was funded by Conacyt’s Grant No. 145735. We would also want to thank Asociación Mexicana de Cultura A.C. and ITAM for their support.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • María Trigueros
    • 1
    Email author
  • María-Dolores Lozano
    • 2
  • Ivonne Sandoval
    • 3
  1. 1.Instituto Tecnológico Autónomo de MéxicoMexico D.F.Mexico
  2. 2.Universidad de las Américas PueblaPueblaMexico
  3. 3.Universidad Pedagógica NacionalMexico D.F.Mexico

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