A consideration of technology with Roland's knowledge quartet framework

This paper reports on a study that seeks to examine changes in teachers’ knowledge for teaching mathematics across the curriculum years using Rowland’s Knowledge Quartet Framework (KQ). The observations reported here come from a Year 9 Australian classroom using integrated technology. The findings suggest that technology can impact on teacher knowledge within each of the four components considered in the Rowland’s framework, with a particular focus on contingency. The study supports the potential of the KQ framework for deepening in-service teacher knowledge at the secondary level and suggests further research is needed to consider the extension of the model to incorporate the role of technology within its framework.