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008    180904s2018    sw |||||||||||000 ||eng|c 
020    9789188761682|qTryckt 
020    |qpdf|z9789188761699 
041    eng 
082 04 510.785|223/swe 
084    Ta|2kssb/8 (machine generated) 
092 0  AKAD. AVH. 10148 
100 1  Perez, Miguel,|d1975-|4aut 
245 10 A teacher-centred design system to integrate digital 
       technologies in secondary mathematics classrooms /|cMiguel
       Perez 
264  1 Växjö :|bLinnaeus University Press,|c2018 
264  3 Ödeshög :|bDanagårdLiTHO,|c2018 
300    287 sidor 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
502    Dissertation Växjö, Linnaeus universitey, 2018 
520    Despite efforts made by teachers and researchers, studies 
       show that digital technologies have not improved 
       conditions for teaching and learning mathematics to the 
       degree expected by stakeholders inside as well as outside 
       the school system. In this research, the problem of the 
       integration of digital technologies is addressed through 
       the perspective of design. It sets out to explore the 
       conditions where educational design researchers may 
       succeed in producing valuable and sustainable 
       contributions to teacher change. The design approach 
       developed and used for this purpose is Agile Educational 
       Design (AED). It shares many of the common features of 
       other design methodologies within the field; however, the 
       AED approach is an explicit systems approach to design 
       based on the Singerian philosophy of design. Rather than 
       focus on ready-made products or other resources such as 
       curriculum material, professional development or design 
       principles, the focus is on processes and supporting 
       teachers operationalisation of theoretical principles to 
       achieve change. It is argued that all phases of the design
       process need to be considered from a research perspective.
       The developmental phases cannot be treated as 
       uncomplicated inputs that only serve as a design base for 
       research activities. The Anthropological Theory of the 
       Didactic is used as an overall theoretical framework to 
       describe all aspects of the design process and to analyse 
       the empirical data which consists of three design cycles 
       related to three different ways of interacting with 
       teachers. The design cycles were carried out in various 
       settings, including different schools (secondary level) 
       and with different teachers and different learning 
       objectives. The dynamic geometry software GeoGebra was 
       used in all three cycles. The results highlight some of 
       the internal and external constraints that hinder teachers
       from integrating digital technologies in an effective way 
       to support students learning mathematics. Digital 
       technologies introduce important epistemological changes 
       in the mathematical content that may explain some of the 
       teachers difficulties in exploiting the full potential of 
       digital technologies. However, giving teachers the 
       responsibility for orchestrating lessons in accordance 
       with theoretical principles provided by a researcher 
       showed promising results regarding achieving sustainable 
       changes in teachers practices 
650  0 Teaching 
650  0 Digital electronics 
650  7 Matematikundervisning|2sao 
650  7 Didaktik|2sao 
650  7 Digitalteknik|2sao 
655  7 Avhandlingar|2saogf 
830  0 Linnaeus University Dissertations ;|v324 
856 42 |uhttp://lnu.diva-portal.org/smash/record.jsf?pid=diva2:
       1209770|zFulltext 
907 00 181219