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.
History
Publication title
Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education
Editors
M Graven, H Venkat, AA Essien & P Vale
Pagination
145-152
ISBN
978-0-6398215-4-2
Department/School
Faculty of Education
Publisher
International Group for the Psychology of Mathematics Education
Place of publication
Karlsruhe, Germany
Event title
43rd Conference of the International Group for the Psychology of Mathematics Education