Scaling mathematics teachers' professional development in relation to technology – probing the fidelity of implementation through landmark activities
Abstract
This paper reports research into aspects of 'scaling' classroom access to technology within the context of an English teacher development project, 'Cornerstone Maths'. The aim of this multi-year project is to address issues of underuse of dynamic mathematical technologies by lower secondary students in classrooms through: specially designed web-based software; teacher and student materials; and professional development. The paper proposes the construct of a landmark question as a means to assess the degree of fidelity of the resulting classroom implementations at scale and reports emergent data on this theme.
Origin : Publisher files allowed on an open archive
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