Abstract
The process of introducing technology into mathematics teaching provides not only a window of opportunity through which we can consider teachers’ beliefs about mathematics but also act as a catalyst for teachers to restructure their mathematics. The chapter describes the evolution of experiences of a team of teachers involved in a project of writing teaching sequences based on the use of the software Cabri-geometry. It attempts to analyse how the role of technology in the tasks evolved and to reveal the various sources of difficulties that teachers encountered relative to their beliefs and conceptions about mathematics and its teaching.
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Laborde, C. (2001). The Use of New Technologies as a Vehicle for Restructuring Teachers’ Mathematics. In: Lin, FL., Cooney, T.J. (eds) Making Sense of Mathematics Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0828-0_5
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DOI: https://doi.org/10.1007/978-94-010-0828-0_5
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