Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms

For many years, education researchers excited by the potential for digital technologies to transform mathematics teaching and learning have predicted that these technologies would become rapidly integrated into every level of education. However, recent international research shows that technology still plays a marginal role in mathematics classrooms. These trends deserve investigation in the Australian context, where over the past 10 years secondary school mathematics curricula have been revised to allow or require use of digital technologies in learning and assessment tasks. This article reports on a survey of mathematics teachers' use of computers, graphics calculators, and the Internet in Queensland secondary schools, and examines relationships between use and teachers' pedagogical knowledge and beliefs, access to technology, and professional development opportunities. Although access to all forms of technology was a significant factor related to use, teacher beliefs and participation in professional development were also influential. Teachers wanted professional development that modelled planning and pedagogy so they could meaningfully integrate technology into their lessons in ways that help students learn mathematical concepts. The findings have implications not only for resourcing of schools, but also for designing professional development that engages teachers with technology in their local professional contexts. [Author abstract

Becoming ourselves as teacher educators: trespassing, transgressing and transformation

This chapter documents the 'processes of becoming' of two teacher educators, Rachel and Mandi, by exploring our personal-professional learning from our ongoing experiences in the role. We come from different disciplinary backgrounds, entered teacher education at different times and through different pathways, yet despite our differences, we come together as researchers and teacher educators with shared common concerns to investigate and better understand what it means to teach teachers, (both personally, and collectively, as a profession), to examine our own roles in the learning-to-teach process and to develop our pedagogy of teacher education. Inspired by the work of Connelly and Clandinin (Teachers' professional knowledge landscapes: Secret, sacred, and cover stories. In D. J. Clandinin & F. M. Connelly (Eds.), Teachers' professional knowledge landscapes (pp. 3-15). New York: Teachers College Press, 1995) about teachers' "Secret" and "sacred" stories of their professional knowledge and becoming, we interpret our experiences through three main themes of trespassing, transgression and transformation. We begin our exploration of each theme with an illustrative vignette from each of our personal-professional histories. We then go on to consider our vignettes, elaborating these shared themes and our responses to them by engaging in a dialogic process with each other. At the same time, while we have identified shared themes, we also recognise particular individual themes that have emerged from, and guided, our becoming as teacher educators

Exploring the potential of Boal's "The rainbow of desire" as an enacted reflective practice: An emerging self-study

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Embodied approaches to S-STEP research into teacher educator emotion

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Globalized Curriculum or Global Approach to Curriculum Reform in Mathematics Education

The aim of this theoretical paper is threefold. Firstly, it presents a construct towards the study of globalization it discusses the issue of similarity of mathematics education curricula around the world and raised questions about their divergence towards a single global curriculum. Thirdly, it identifies some of the problematics in international collaboration in mathematics education

Theorising the third space of Professional Experience partnerships

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