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Research in Mathematics Education Volume 17, 2015 - Issue 2: Mathematics teaching: Tales of the unexpected
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Research papers

Hiccups within technology mediated lessons: a catalyst for mathematics teachers’ epistemological development

Alison Clark-WilsonUCL Institute of Education, University College London, UKCorrespondence[email protected]
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Richard NossUCL Institute of Education, University College London, UKView further author information
Pages 92-109 | Published online: 20 Jul 2015

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Read on this site (1)

Rotem Abdu & Benzi Slakmon. (2023) Teachers’ Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations. Computers in the Schools 40:1, pages 1-21.
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Articles from other publishers (5)

Helena Rocha. (2023) Analyzing teachers’ knowledge based on their approach to the information provided by technology. European Journal of Science and Mathematics Education 11:1, pages 132-145.
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Lina Kayali & Irene Biza. (2021) Scheming and Re-scheming: Secondary Mathematics Teachers’ Use and Re-use of Resources. Digital Experiences in Mathematics Education 7:3, pages 427-452.
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Oi‐Lam Ng & To Chan. (2020) In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action”. British Journal of Educational Technology 52:2, pages 751-767.
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Gülay Bozkurt & Candas Uygan. (2020) Lesson hiccups during the development of teaching schemes: a novice technology-using mathematics teacher’s professional instrumental genesis of dynamic geometry. ZDM 52:7, pages 1349-1363.
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Alison Clark-Wilson. 2017. Handbook on Digital Learning for K-12 Schools. Handbook on Digital Learning for K-12 Schools 45 57 .

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