Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools

References

• Andrich, D. (1999). Rating scale model. In G. N. Masters & J. P. Keeves (Eds.), Advances in measurement in educational research and assessment (pp. 110–121). Oxford: Pergamon.
   Google Scholar
• Anthony, A. B. (2011). Activity theory as a framework for investigating district-classroom system interactions and their influences on technology integration. Journal of Research on Technology Integration, 44(4), 335–356.
   Google Scholar
• Argyris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Askew, M., Rhodes, V., Brown, M., Wiliam, D., & Johnson, D. (1997). Effective teachers of numeracy. London: King's College London.
   Google Scholar
• Bohlig, M., Fisher, W. P. J., Masters, G. N., & Bond, T. (1998). Content validity, construct validity and misfitting items. Rasch Measurement Transactions, 12(1), 607.
   Google Scholar
• Bozkurt, G., & Ruthven, K. (2018). The activity structure of technology-based mathematics lessons: A case study of three teachers in English secondary schools. Research in Mathematics Education, 20(3), 254–272.
   Web of Science ®Google Scholar
• Bretscher, N. (2014). Exploring the quantitative and qualitative gap between expectation and implementation – a survey of English mathematics teachers’ use of ICT. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era (pp. 43–70). Dordrecht: Springer.
   Google Scholar
• Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9(1), 88–113.
   Web of Science ®Google Scholar
• Clark-Wilson, A., & Hoyles, C. (2017). Dynamic digital technologies for dynamic mathematics: Implications for teachers’ knowledge and practice. London: UCL IOE Press.
   Google Scholar
• Clark-Wilson, A., Robutti, O., & Sinclair, N. (2014). The mathematics teacher in the digital era: An International perspective on technology focused professional development. Dordrecht: Springer.
   Google Scholar
• Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
   Google Scholar
• de Vaus, D. A. (2014). Surveys in social research (6th ed.). Abingdon, Oxon: Routledge.
   Google Scholar
• Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: An empirical analysis from the secondary sector. Learning, Media and Technology, 32(1), 5–20.
   Google Scholar
• Guin, D., & Trouche, L. (1998). The complex process of converting tools into mathematical instruments: The case of calculators. International Journal of Computers for Mathematical Learning, 3(3), 195–227.
   Google Scholar
• Hennessy, S., & London, L. (2013). Learning from international experiences with interactive whiteboards, OECD Education Working Papers Vol. 89. Paris: OECD Publishing.
   Google Scholar
• Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education, 20(3), 209–228.
   Web of Science ®Google Scholar
• Kaput, J. J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515–556). Oxford: Macmillan.
   Google Scholar
• Moss, G., Jewitt, C., Levacic, R., Armstrong, V., Cardini, A., & Castle, F. (2007). The interactive whiteboards, pedagogy and pupil performance evaluation: An evaluation of the Schools Whiteboard Expansion Project - the London Challenge. London: UCL Institute of Education.
   Google Scholar
• Mullis, I., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
   Google Scholar
• OECD. (2015). Students, computers and learning: Making the connection. Paris: OECD Publishing.
   Google Scholar
• Pampaka, M., & Williams, J. (2016). Mathematics teachers’ and students’ per-ceptions of transmissionist teaching and its association with students’ dispositions. Teaching Mathematics and Its Applications, 35(3), 118–130.
   Web of Science ®Google Scholar
• Pampaka, M., Williams, J., Hutcheson, G., Wake, G., Black, L., Davis, P., & Hernandez-Martinez, P. (2012). The association between mathematics pedagogy and learners’ dispositions for university study. British Educational Research Journal, 38(3), 473–496.
   Web of Science ®Google Scholar
• Panayides, P., Robinson, C., & Tymms, P. (2010). The assessment revolution that has passed England by: Rasch measurement. British Educational Research Journal, 36(4), 611–626.
   Web of Science ®Google Scholar
• Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning, 15(1), 1–20.
   Google Scholar
• Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.
   Web of Science ®Google Scholar
• Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., … Gallagher, L. P. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. American Educational Research Journal, 47(4), 833–878.
   Web of Science ®Google Scholar
• Ruthven, K. (2009). Towards a naturalistic conceptualisation of technology integration in classroom practice: The example of school mathematics. Education and Didactique, 3(1), 131–159.
   Google Scholar
• Spillane, J. P. (2006). Standards Deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.
   Google Scholar
• Stein, M. K., Remillard, J. T., & Smith, M. (2007). How curriculum influences student learning. In F. K. Lester Jr (Ed.), Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 319–369). Charlotte, NC: Information Age Publishers.
   Google Scholar
• Swan, M. (2006). Designing and using research instruments to describe the beliefs and practices of mathematics teachers. Research in Education, 75, 58–70.
   Google Scholar
• Winsteps. (2011). Winsteps. Chicago, IL: Winsteps. Retrieved from http://www.winsteps.com
   Google Scholar
• Zbiek, R. M., Heid, M. K., Blume, G. W., & Dick, T. P. (2007). Research on technology in mathematics education: A perspective of constructs. In F. K. Lester Jr (Ed.), Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 1169–1207). Charlotte, NC: Information Age Publishers.
   Google Scholar
• Zevenbergen, R., & Lerman, S. (2008). Learning environments using interactive whiteboards: New learning spaces or reproduction of old technologies? Mathematics Education Research Journal, 20(1), 108–126.
   Google Scholar