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.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. London: Lawrence Erlbaum.
Díaz de, C. R., Guevara, N., Latapí, S., Ramón, B., & Ramón, C. (2006). Enciclomedia en la práctica. Observaciones en veinte aulas 2005–2006. Centro de investigación educativa y actualización de profesores. A.C. México.
Drijvers, P., Doorman, M., Boon, P., Gisbergen, S., & Reed, H. (2009). Teachers using technology: Orchestrations and profiles. Proceedings of the 33rd conference of the international group for the Psychology of Mathematics Education (Vol. 1, pp. 481–488). Thessaloniki/Grecia.
Holland, I., Honan, J., Garduño, E., & Flores, M. (2006). Informe de evaluación de Enciclomedia en: F. Reimers (Coord.) Aprender más y mejor. Políticas, programas y oportunidades de aprendizaje en educación básica en México. México: FCE/ILCE/SEP/Harvard Graduate School of Education.
Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology- integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277–302.
Loredo, J., García, B., & Alvarado, F. (2010). Identificación de necesidades de formación docente en el uso pedagógico de Enciclomedia. Revista Electrónica Sinéctica, 34, 1–16.
Maturana, H., & Varela, F. (1992). The tree of knowledge: The biological roots of human understanding, Revised Edition, Boston: Shambhala.
Rabardel, P. (1999). Eléments pour une approche instrumentale en didactique des mathématiques. Actes de l'école d'été de didactique des mathématiques, Houlgate 18–21 Août, IUFM de Caen, pp. 203–213.
Rabardel, P. (2011). Los hombres y las tecnologías. Visión cognitiva de los instrumentos contemporáneos (trans: Acosta, M.). Colombia: Ediciones Universidad Industrial de Santander.
Ruthven, K. (2007). Teachers, technologies and the structures of schooling. Proceedings of the fifth Congress of the European Society for Research in Mathematics Education [CERME 5] (pp. 52–67).
Sagástegui, D. (2007). Usos y apropiaciones del programa Enciclomedia en las escuelas primarias de Jalisco. Memorias del Congreso del Consejo Mexicano de Investigación Educativa.
SEP. (2004). Programa Encilomedia: Documento Base. Subsecretaría de Educación Básica y Normal. México: Secretaría de Educación Pública.
SEP. (2009). Plan de Estudios 2009. Educación básica. Primaria (2nd ed.). México: Secretaría de Educación Pública.
Trigueros, M., & Lozano, M. D. (2012). Teachers teaching mathematics with Enciclomedia: A study of documentational génesis. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From Text to “Lived” Resources, Chapter 13. (pp. 247–264). New York: Springer.
Trigueros, M., Lozano, M. D., & Lage, A. (2007). Development and use of a computer based interactive resource for teaching and learning probability, in practice of primary classrooms. International Journal for Technology in Mathematics Education, 4(13), 205–211.
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.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Trigueros, M., Lozano, MD., Sandoval, I. (2014). Integrating Technology in the Primary School Mathematics Classroom: The Role of the Teacher. 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_6
Download citation
DOI: https://doi.org/10.1007/978-94-007-4638-1_6
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4637-4
Online ISBN: 978-94-007-4638-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)