Towards a Socio-cultural Framework for the Analysis of Joint Student-teacher Development over Technology-based Mathematics Lessons

Autores: John Monaghan
Localización: International Journal for Technology in Mathematics Education, ISSN 1744-2710, Vol. 20, Nº. 1, 2013 (Ejemplar dedicado a: Activity Theoretical Approaches to Mathematics Classroom Practices with the Use of Technology - Part 2), págs. 27-32
Idioma: inglés
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Resumen
- This paper offers a framework, an extension of Valsiner's "zone theory", for the analysis of joint student-teacher development over a series of technology-based mathematics lessons. The framework is suitable for developing research studies over a moderately long period of time and considers interrelated student-teacher development as well as the influence of "significant others" on teacher development. After a short introduction, the paper sketches the need for a framework that can capture student and teacher development over technology-based mathematics lessons. It then outlines Valsiner's zone theory and the extension of this theory. The paper ends with a consideration of theoretical, methodological and practical issues in researching innovative mathematics classroom work with technology.