Towards a Socio-Cultural Framework for the Analysis of Joint Student-Teacher Development over Technology-Based Mathematics Lessons

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 con...

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Veröffentlicht in:International Journal for Technology in Mathematics Education 2013, Vol.20 (1), p.27
1. Verfasser: Monaghan, John
Format: Artikel
Sprache:eng
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Zusammenfassung: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.
ISSN:1744-2710
2045-2519