ABSTRACT

This study explored mathematics teachers’ reasoning regarding their instructional design for technology use in teaching mathematics. Various types of qualitative data were obtained and analysed from a sample of 19 secondary and 28 primary preservice teachers. The findings showed that the purposes of technology use, teachers’ conceptions of mathematics and its learning, their learning experience and knowledge of student thinking as well as mathematical cognition, and empirical inquiry were the main sources of teacher reasoning. Three levels of teacher reasoning were identified: descriptive, explanatory, and justifying. Our findings contributed to research on teacher professional development by identifying four types of technology use with a variety of pedagogical purposes, and formulating two main dimensions to characterise the three levels of teacher reasoning.

摘要

本研究探讨了数学教师对数学教学中技术使用的教学设计的推理。我们从 19 名中学和 28 名小学职前教师的样本中获取并分析了各种类型的定性数据。研究结果表明，技术使用的目的、教师对数学及其学习的观念、学生思维的学习经验和知识以及数学认知和实证探究是教师推理的主要来源。确定了教师推理的三个层次：描述性、解释性和论证性。我们的研究结果通过确定具有各种教学目的的四种技术使用类型，为教师专业发展的研究做出了贡献，