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The Mathematics Teacher in the Digital Era : An International Perspective on Technology Focused Professional Development
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Editor(s):
Alison Clark-Wilson
,
Ornella Robutti
,
Nathalie Sinclair
Publication date
(Print):
2014
Publisher:
Springer Netherlands
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Author and book information
Book
ISBN (Print):
978-94-007-4637-4
ISBN (Electronic):
978-94-007-4638-1
Publication date (Print):
2014
DOI:
10.1007/978-94-007-4638-1
SO-VID:
68788a99-db7b-43ca-a2b1-4744b083273f
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Book chapters
pp. 1
Introduction
pp. 11
Interactions Between Teacher, Student, Software and Mathematics: Getting a Purchase on Learning with Technology
pp. 43
Exploring the Quantitative and Qualitative Gap Between Expectation and Implementation: A Survey of English Mathematics Teachers’ Uses of ICT
pp. 71
Teaching with Digital Technology: Obstacles and Opportunities
pp. 91
A Developmental Model for Adaptive and Differentiated Instruction Using Classroom Networking Technology
pp. 111
Integrating Technology in the Primary School Mathematics Classroom: The Role of the Teacher
pp. 139
Technology Integration in Secondary School Mathematics: The Development of Teachers’ Professional Identities
pp. 163
Teaching Roles in a Technology Intensive Core Undergraduate Mathematics Course
pp. 189
Digital Technology and Mid-Adopting Teachers’ Professional Development: A Case Study
pp. 213
Teaching Mathematics with Technology at the Kindergarten Level: Resources and Orchestrations
pp. 241
Teachers’ Instrumental Geneses When Integrating Spreadsheet Software
pp. 297
Teachers and Technologies: Shared Constraints, Common Responses
pp. 319
Didactic Incidents: A Way to Improve the Professional Development of Mathematics Teachers
pp. 347
Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes
pp. 373
Frameworks for Analysing the Expertise That Underpins Successful Integration of Digital Technologies into Everyday Teaching Practice
pp. 395
Summary and Suggested Uses for the Book
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