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Validating theoretical seeding to support transformation of mathematics teaching
Linnaeus University, Faculty of Technology, Department of Mathematics.
2017 (English)In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (PME41) / [ed] Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H, Singapore, 2017Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, the validity of “theoretical seeding” to support the transformation of mathematics teaching is studied in a case of professional development related to the design of learning activities supported by information and communication technologies (ICT). Theoretical seeding includes the use of a theoretical construct and teachers as agents of change of practice. The results suggest that the validity of theoretical seeding, with regard to the social consequences, is tentatively sufficient to consider it as purposeful and appropriate. Furthermore, the effects of theoretical seeding show a promising potential for future design efforts in terms of achieving theoretically underpinned and sustainable changes in teachers’ practices with ICT.

Place, publisher, year, edition, pages
Singapore, 2017.
Series
Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X
Keyword [en]
theoretical seeding, mathematics teaching, ICT, validity
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-67177ISBN: 978-981-11-3742-6 (electronic)OAI: oai:DiVA.org:lnu-67177DiVA: diva2:1129781
Conference
Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, 17-22 July, 2017, Singapore
Available from: 2017-08-07 Created: 2017-08-07 Last updated: 2017-09-15Bibliographically approved

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  • apa
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