Technology and the knowledge quartet

Oates, Greg and Callingham, Rosemary and Getenet, Seyum ORCID: https://orcid.org/0000-0001-8338-4326 and Hay, Ian and Beswick, Kim and Thomas, Damon (2019) Technology and the knowledge quartet. In: 42nd Annual Conference of the Mathematics Education Research Group of Australasia: Mathematics Education Research: Impacting Practice (MERGA42), 30 June - 4 July 2019, Perth, Western Australia.

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Abstract

Rowland’s Knowledge Quartet (KQ) model can provide illuminating insights into teacher practice in mathematics classrooms. This paper explores a framework developed for pedagogical technology knowledge (TPACK) to consider teacher practice in integrated technology classrooms alongside the KQ model. Observations of a Year 11 class in an Australian school provides evidence that technology may impact practice in each of the four component areas, Foundation, Connections, Transformation and Contingency knowledge of the Knowledge Quartet model.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 July 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 July 2019 -)
Date Deposited: 04 Nov 2019 05:03
Last Modified: 03 Feb 2020 23:33
Uncontrolled Keywords: Rowland's Knowledge Quartet model; teacher practice
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970110 Expanding Knowledge in Technology
URI: http://eprints.usq.edu.au/id/eprint/36914

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