Technology-Enriched Pedagogy in Secondary Maths Education

Research is currently being undertaken at the University of Queensland to explore innovation in integrating digital technologies into the teaching of secondary mathematics.  A paper has been published covering the first phase of the study which looks at two teachers who are considered successful at implementing technology in their teaching practice and examines what makes them successful.

Two keys points emerge.  Firstly, both teachers emphasise building understanding rather than rushing to cover content in their pedagogy.  Their use of technology is to build understanding by allowing students to graphically explore mathematical concepts before attempting the algebra.

Secondly, their professional communities impact their beliefs about using technology. In one teacher’s case (a beginning teacher), some of her colleagues are hesitant about using technology which has led her to a more critical evaluation of its use.  In the other teacher’s case, the old fashioned beliefs in his department are driving his efforts to make reforms as a head teacher and bring about alignment between what he feels is best practice and existing teachers’ practice.

I found this paper fascinating as it gave an insight into real world examples of where technology is being successfully implemented in secondary maths.

As a beginning teacher I hope I find myself in a Maths Department where the head teacher’s beliefs match mine – i.e. technology should be used to develop understanding.

 

Reference:

Goos, M. & Bennison, A. (2008) Teacher Learning in Professional Communities: the case of technology-enriched pedagogy in secondary mathematics education. In P.L. Jeffery (Ed) ‘AARE 2007 International education research conference : Fremantle : papers collection’ : [Conference of the Australian Association for Research in Education, 26-29 November 2007] Melbourne : Australian Association for Research in Education

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