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Role of Technology in Calculus Teaching: Beliefs of Novice Secondary Teachers

  • Ralf ErensEmail author
  • Andreas Eichler
Chapter

Abstract

The appearance of portable technological tools has given rise to a growing body of research at various levels of mathematics education. The entry of these innovations has implications for the teaching and learning of mathematics posing a challenge for all participants in the classroom. With particular attention to graphing and computer-algebra technology, this report focuses on teachers’ beliefs and their intended instructional planning towards their teaching of calculus at upper-secondary level. First the theoretical framework and methodology is outlined. Afterwards the focus lies on studying how and why secondary-level teachers actually employ the technological device in the teaching and learning of calculus as the central part of upper-secondary mathematics courses in Germany. Results from a qualitative study of pre-service and trainee teachers will be discussed centred on how their beliefs on the role of technology correlate with beliefs on secondary level calculus teaching.

Keywords

Beliefs Technology Teachers Calculus Instruction 

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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.University of Education FreiburgFreiburg im BreisgauGermany
  2. 2.University of KasselKasselGermany

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