dc.contributor.advisor |
Thomas, M |
en |
dc.contributor.advisor |
Oates, G |
en |
dc.contributor.advisor |
Kensington-Miller, B |
en |
dc.contributor.author |
Wattegamaralalage, Iresha |
en |
dc.date.accessioned |
2018-07-08T21:33:26Z |
en |
dc.date.issued |
2018 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/37388 |
en |
dc.description.abstract |
Research suggests using digital technology (DT) has the potential to support students’ mathematical understanding and that rich tasks enhance the effectiveness of using such technology in the classroom. Tasks, carefully designed by educators, inevitably need adapting during teacher implementation. Thus, this research considered it important to support teachers in designing rich DT tasks themselves for their students. To do this, the benefits of collaborative work in small teacher communities in the same school or educational zone were investigated. This study sought to identify what teacher factors influence secondary mathematics teachers in designing and implementing DT tasks, and how. Design-based research methodology was adopted within a sociocultural constructivist paradigm to identify these teacher factors. Further, a professional development (PD) programme was designed and conducted to investigate its supportive benefits for teachers. Four groups of three teachers collaboratively designed a preliminary task before participating in the PD researcher intervention. Then, the groups modified and implemented their tasks and then participated in an interview. Data was collected using a questionnaire comprising open and closed questions and Likert-style attitude scales, semi-structured interviews, task development video- and audio-recordings, and observations. Both tasks were analysed using the Task Richness Framework developed for the research. The observations and data recordings were translated into English and transcribed before being coded. The theories of Mathematical Knowledge for Teaching, instrumental genesis (IG), resources, orientations and goals, group dynamics, and the FOCUS framework were used to develop codes for the qualitative data. The findings suggest that the task richness after the PD intervention had significantly increased for all groups. Further, the PD programme’s supportive nature improved teacher attitudes towards using technology in teaching and encouraged confidence in developing tasks. Teachers having higher IG, positive attitudes and confidence are more likely to design quality tasks. Among the four groups, members of groups homogeneous in age and experience showed more willingness to share ideas, with greater flexibility in approaching DT. The evidence suggested higher success of PD programmes with communities of inquiry where age and experience are homogenous. The study showed that conducting similar DT PD programmes may be effective in supporting teacher producing better tasks. |
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dc.publisher |
ResearchSpace@Auckland |
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dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA99265085613202091 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.title |
Teaching Algebra with Digital Technology: Factors Influencing Secondary Mathematics Teachers’ Task Development and Implementation |
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dc.type |
Thesis |
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thesis.degree.discipline |
Mathematics Education |
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thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Doctoral |
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thesis.degree.name |
PhD |
en |
dc.rights.holder |
Copyright: The author |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.elements-id |
747272 |
en |
pubs.record-created-at-source-date |
2018-07-09 |
en |
dc.identifier.wikidata |
Q112938666 |
|