Technology use and mathematics teaching: teacher change as discursive identity work

References

• Apple M. 2004. Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Education Reform. Educational Policy 18 (1): 12–44. doi: 10.1177/0895904803260022
   Web of Science ®Google Scholar
• Apte M. 1985. Humor and Laughter: An Anthropological Approach. Ithaca, NY: Cornell University Press.
   Google Scholar
• Atweh B., A. Calabrese Barton, M. Borba, N. Gough, C. Keitel, and C. Vistro-Yu 2007. Internationalisation and Globalisation in Mathematics and Science Education. Dordrecht: Springer.
   Google Scholar
• Barker C. 2006. Cultural Studies: Theory and Practice. London: Sage Publications.
   Google Scholar
• Bauman Z. 2004. Identity. Cambridge: Polity Press.
   Google Scholar
• Bauman Z. 2007. Consuming Life. Cambridge: Polity Press.
   Google Scholar
• Beijaard D., N. Verloop, and J. Vermunt 2000. Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective. Teaching and Teacher Education 16 (7): 749–764. doi: 10.1016/S0742-051X(00)00023-8
   Web of Science ®Google Scholar
• Bernstein B. 2000. Pedagogy, Symbolic Control and Identity. 2nd ed. Oxford: Rowman & Littlefield Publishers.
   Google Scholar
• Bijker W., and J. Law 1997. Shaping Technology/Building Society: Studies in Sociotechnical Change. Cambridge: The MIT Press.
   Google Scholar
• Brown T., and O. McNamara 2005. New Teacher Identity and Regulative Government: The Discursive Formation of Primary Mathematics Teacher Education. New York: Springer.
   Google Scholar
• Buckingham D. 2007. Selling Childhood? Children and Consumer Culture. Journal of Children and Media 1 (1): 15–24. doi: 10.1080/17482790601005017
   Google Scholar
• Buckingham D. 2008. Youth, Identity and Digital Media. Cambridge, MA: MIT Press.
   Google Scholar
• Castells M. 1996. The Rise of the Network Society. Malden, MA: Blackwell.
   Google Scholar
• Castells M. 1998. The Information Age: Economy, Society and Culture. Vol. I: The Rise of the Network Society. Oxford: Blackwell.
   Google Scholar
• Chronaki A. 2000. Computers in Classrooms: Learners and Teachers in New Roles. In International Companion in Education, edited by B. Moon, S. Brown, and M. Ben-Peretz, 558–572. London: Routledge.
   Google Scholar
• Chronaki A. 2009. Mathematics, Technologies, Education: The Gender Perspective. Volos: University of Thessaly Press.
   Google Scholar
• Chronaki A. 2011. Disrupting Development as the Quality/Equity Discourse: Cyborgs and Subalterns in School Technoscience. In Mapping Equity and Quality in Mathematics Education, edited by B. Atweh, M. Graven, W. Secada, and P. Valero, 3–21. Dordrecht: Springer.
   Google Scholar
• Foucault M. 1993. About the Beginnings of the Hermeneutics of the Self. Political Theory 21, 198–227. doi: 10.1177/0090591793021002004
   Web of Science ®Google Scholar
• Godoy-Penteado M., and O. Skovsmose 2009. How to Drag with a Worn-Out Mouse? Searching for Social Justice through Collaboration. Journal of Mathematics Teacher Education 12 (2): 217–230. doi: 10.1007/s10857-009-9103-6
   Google Scholar
• Gutiérrez R. 2012. Embracing Nepantla: Rethinking 'Knowledge' and Its Use in Mathematics Teaching. Journal of Research in Mathematics Education 1 (1): 29–56.
   Google Scholar
• Hammersley M. 1990. Reading Ethnographic Research: A Critical Guide. London: Routledge.
   Google Scholar
• Handelman D., and B. Kapferer 1972. Forms of Joking Activity: A Comparative Approach. American Anthropologist 74 (3): 484–517. doi: 10.1525/aa.1972.74.3.02a00180
   Web of Science ®Google Scholar
• Hargreaves D. 1994. The New Professionalism: The Synthesis of Professional and Institutional Development. Teaching and Teacher Education 10 (4): 423–438. doi: 10.1016/0742-051X(94)90023-X
   Web of Science ®Google Scholar
• Henriques J., W. Hollway, C. Urwin, C. Venn, and V. Walkerdine 1998. Changing the Subject: Psychology, Social Regulation and Subjectivity 2nd ed. London: Routledge.
   Google Scholar
• Hershkowitz R., T. Dreyfus, B. Schwarz, D. Ben-Zvi, A. Friedlander, N. Hadas, T. Resnick, and M. Tabach 2002. Mathematics Curriculum Development for Computerized Environments: A Designer-Researcher-Teacher-Learner Activity. In Handbook of International Research in Mathematics Education, edited by L. D. English, 657–694. London: Erlbaum.
   Google Scholar
• Hollway W., and T. Jefferson 2007. Doing Qualitative Research Differently: Free Association, Narrative and the Interview Method. London: Sage Publications.
   Google Scholar
• Jablonka E., and U. Gellert 2007. Mathematisation – Demathematisation. In Mathematisation and De-Mathematisation: Social, Philosophical and Educational Ramifications, edited by U. Gellert, E. Jablonka, 1–18. Rotterdam: Sense Publishers.
   Google Scholar
• James A., and A. Prout, eds. 1990. Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. London: The Falmer Press.
   Google Scholar
• Keitel C., E. Kotzman, and O. Skovsmose 1993. Beyond the Tunnel Vision: Analysing the Relationship Between Mathematics, Society and Technology. In Learning from Computers: Mathematics Education and Technology, edited by C. Keitel, K. Ruthven, 243–279. Berlin: Springer.
   Google Scholar
• Kelchtermans G. 2005. Teachers’ Emotions in Educational Reforms: Self-understanding, Vulnerable Commitment and Micropolitical Literacy. Teaching and Teacher Education 21 (8): 995–1006. doi: 10.1016/j.tate.2005.06.009
   Web of Science ®Google Scholar
• Kellner D. 1995. Media Culture: Cultural Studies, Identity and Politics Between the Modern and the Postmodern. London: Routledge.
   Google Scholar
• Laclau E., and C. Mouffe 1985/2001. Hegemony and Socialist Strategy: Towards a Radical Democratic Politics. London: Verso.
   Google Scholar
• Latour B. 2007. Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford: Oxford University Press.
   Google Scholar
• Loveless A. 2007. Creativity, Technology and Learning: A Review of Recent Literature. Bristol: University of Brighton.
   Google Scholar
• Mariotti M. 2000. Introduction to Proof: The Mediation of a Dynamic Software Environment. Educational Studies in Mathematics 44 (1–2): 25–53. doi: 10.1023/A:1012733122556
   Google Scholar
• Mariotti M. 2002. Influences of Technologies Advances in Students’ Math Learning. In Handbook of International Research in Mathematics Education, edited by L. English, 695–723. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Noss R., and C. Hoyles 1996. Windows on Mathematical Meanings – Learning Cultures and Computers. Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• PAKE. 2007. “Training Guidelines for the ICT Trainer's Education.” Accessed August 6, 2010. http://b-epipedo.cti.gr/portal/index.php?option=com_docman&task=doc_download&gid=11&Itemid=574.
   Google Scholar
• Prensky M. 2001. Digital Natives, Digital Immigrants. On the Horizon 9 (5): 1–6. doi: 10.1108/10748120110424816
   Google Scholar
• Raju C. 2001. Computers, Mathematics Education, and the Alternative Epistemology of the Calculus in the Yuktibhasa. Philosophy East and West 51 (3): 325–362. doi: 10.1353/pew.2001.0045
   Web of Science ®Google Scholar
• Ruthven K., S. Hennessy, and S. Brindley 2004. Teacher Perspectives on Integrating ICT into Subject Teaching: Commitment, Constraints, Caution and Change. Journal of Curriculum Studies 37 (2): 155–192.
   Web of Science ®Google Scholar
• Schofield J. W. 1995. Computers, Classroom Culture and Change. Cambridge: Cambridge University Press.
   Google Scholar
• Sefton-Green J. 1998. Digital Diversions: Youth Culture in the Age of Multimedia. London: UCL Press.
   Google Scholar
• Sheff D. 1993. Game Over: How Nintendo Zapped an American Industry, Captured Your Dollars, and Enslaved Your Children. New York: Random House.
   Google Scholar
• Silverman D. 1993. Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction. London: Sage Publications.
   Google Scholar
• Somekh B. 2008. Factors Affecting Teacher's Pedagogical Adoption of ICT. In International Handbook for IT in Secondary Education, edited by G. Knezek, J. Voogt, 449–460. New York: Springer.
   Google Scholar
• Søreide G. 2006. Narrative Construction of Teacher Identity: Positioning and Negotiation. Teachers and Teaching: Theory and practice 12 (5): 527–547. doi: 10.1080/13540600600832247
   Google Scholar
• Vithal R. 2007. The ‘Uncivilised’ Scientist. In Mathematisation and Demathematisation: Social, Philosophical and Educational Ramifications, edited by U. Gellert, E. Jablonka, 95–105. Rotterdam: Sense Publishers.
   Google Scholar
• Zittoun T. 2006. Transitions: Development through Symbolic Resources. Greenwich: Infoage.
   Google Scholar