lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A teacher-centred design system to integrate digital technologies in secondary mathematics classrooms
Linnaeus University, Faculty of Technology, Department of Mathematics.
2018 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

Despite efforts made by teachers and researchers, studies show that digital technologies have not improved conditions for teaching and learning mathematics to the degree expected by stakeholders inside as well as outside the school system.

In this research, the problem of the integration of digital technologies is addressed through the perspective of design. It sets out to explore the conditions where educational design researchers may succeed in producing valuable and sustainable contributions to teacher change. The design approach developed and used for this purpose is Agile Educational Design (AED). It shares many of the common features of other design methodologies within the field; however, the AED approach is an explicit systems approach to design based on the Singerian philosophy of design. Rather than focus on ready-made products or other resources such as curriculum material, professional development or design principles, the focus is on processes and supporting teachers’ operationalisation of theoretical principles to achieve change. It is argued that all phases of the design process need to be considered from a research perspective. The developmental phases cannot be treated as uncomplicated inputs that only serve as a ‘design base’ for research activities. The Anthropological Theory of the Didactic is used as an overall theoretical framework to describe all aspects of the design process and to analyse the empirical data which consists of three design cycles related to three different ways of interacting with teachers. The design cycles were carried out in various settings, including different schools (secondary level) and with different teachers and different learning objectives. The dynamic geometry software GeoGebra was used in all three cycles.

The results highlight some of the internal and external constraints that hinder teachers from integrating digital technologies in an effective way to support students learning mathematics. Digital technologies introduce important epistemological changes in the mathematical content that may explain some of the teachers’ difficulties in exploiting the full potential of digital technologies. However, giving teachers the responsibility for orchestrating lessons in accordance with theoretical principles provided by a researcher showed promising results regarding achieving sustainable changes in teachers’ practices. 

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2018. , p. 287
Series
Linnaeus University Dissertations ; 324/2018
Keywords [en]
Design, digital technologies, praxeology, teachers, professional development, inquiry systems, agile educational design
National Category
Educational Sciences
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-74510ISBN: 978-91-88761-68-2 (print)ISBN: 978-91-88761-69-9 (electronic)OAI: oai:DiVA.org:lnu-74510DiVA, id: diva2:1209770
Public defence
2018-06-14, M1083, Hus M, Växjö, 13:15 (English)
Opponent
Supervisors
Available from: 2018-06-07 Created: 2018-05-24 Last updated: 2018-09-20Bibliographically approved

Open Access in DiVA

Doctoral Thesis (Fulltext)(16162 kB)669 downloads
File information
File name FULLTEXT01.pdfFile size 16162 kBChecksum SHA-512
ecb3fad9e0107490f986d5471dda71aa660ad31fa3d5e59ebf51f80f3a05492ecf9bee66d9234092c7f405972b9a30abde04fd0c67f6ec5d270db5a73236e774
Type fulltextMimetype application/pdf

Other links

Buy Book (SEK 160 + VAT and postage) lnupress@lnu.se

Authority records BETA

Perez, Miguel

Search in DiVA

By author/editor
Perez, Miguel
By organisation
Department of Mathematics
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 669 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 404 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf