Abstract
Given an opportunity to use technology to model difficult mathematical problem situations, prospective teachers at the University of Gothenburg reacted by welcoming realistic work done in project teams or by complaining about having to take responsibility for their own learning. Their criticisms of problems as unclear or too open seemed to reflect their discomfort at having to argue for a best solution rather than finding a unique one. The changes in instruction resulted in a transformation of authority in which results from technology were not questioned, suggesting that issues of responsibility and authority need to be made explicit in instruction.
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Lingefjärd, T., Kilpatrick, J. (1998). Authority and responsibility when learning mathematics in a technology-enhanced environment. In: Tinsley, D., Johnson, D.C. (eds) Information and Communications Technologies in School Mathematics. IFIP — The International Federation for Information Processing. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35287-9_28
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DOI: https://doi.org/10.1007/978-0-387-35287-9_28
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