A Sociocultural Framework for Understanding Technology Integration in Secondary School Mathematics

• Autores: Merrilyn Goos
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 5, Nº. 1, 2010, págs. 1-10
• Idioma: inglés
• Títulos paralelos:
  • Un Marco Sociocultural para Comprender la Integración de la Tecnología en las Matemáticas Escolares de Secundaria
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo propone un marco conceptual para analizar las relaciones entre los factores que afectan al uso que el profesor hace de las tecnologías digitales en el aula de matemáticas de secundaria. Este marco adapta la teoría de Valsiner sobre el desarrollo del niño para estudiar el aprendizaje del profesor en términos de la interacción entre el conocimiento y las creencias del profesor, los contextos y las experiencias profesionales de aprendizaje. La puesta en práctica de este marco conceptual se ilustra con estudios de caso de un profesor novel y un profesor experimentado.

  • English

    This paper proposes a theoretical framework for analyzing relationships between factors influencing teachers' use of digital technologies in secondary mathematics classrooms. The framework adapts Valsiner's zone theory of child development to study teacher learning in terms of the interaction between teacher knowledge and beliefs, professional contexts and professional learning experiences. Use of the framework is illustrated by case studies of an early career teacher and an experienced teacher.

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