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A Theoretical Framework for Implementing Technology for Mathematics Learning

A Theoretical Framework for Implementing Technology for Mathematics Learning

Travis K. Miller
Copyright: © 2012 |Pages: 20
ISBN13: 9781609607500|ISBN10: 1609607503|EISBN13: 9781609607517
DOI: 10.4018/978-1-60960-750-0.ch011
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MLA

Miller, Travis K. "A Theoretical Framework for Implementing Technology for Mathematics Learning." Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, edited by Robert N. Ronau, et al., IGI Global, 2012, pp. 251-270. https://doi.org/10.4018/978-1-60960-750-0.ch011

APA

Miller, T. K. (2012). A Theoretical Framework for Implementing Technology for Mathematics Learning. In R. Ronau, C. Rakes, & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 251-270). IGI Global. https://doi.org/10.4018/978-1-60960-750-0.ch011

Chicago

Miller, Travis K. "A Theoretical Framework for Implementing Technology for Mathematics Learning." In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, edited by Robert N. Ronau, Christopher R. Rakes, and Margaret L. Niess, 251-270. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-750-0.ch011

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Abstract

This chapter details a theoretical framework for effective implementation and study of technology when used in mathematics education. Based on phenomenography and the variation theory of learning, the framework considers the influence of the learning context, students’ perceptions of the learning opportunity, and their approaches to using it upon measured educational outcomes. Elements of the TPACK framework and the CTFK model of teacher knowledge are also addressed. The process of meeting learning objectives is viewed as leading students to awareness of possible variation on different aspects, or dimensions, of an object of mathematical learning.

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