Selected Papers of the IRIS, Issue Nr 8 (2017)
 

Abstract

In many countries, digital tools in mathematics education are promoted in policy. Despite this, contemporary research shows that mathematics teachers use digital tools in education less frequently as compared to teachers in other subject areas. There is a lack of research on teachers’ reasons for discarding digital tools that has a specific focus on mathematics education. In this study, we have interviewed teachers who define themselves as discarding digital tools in their teaching and described how alternative activities emerge when those teachers are engaged in mathematical learning. Cultural-historical activity theory and a thematic analysis revealed three conditions that are important for teachers’ activities: policy, teacher practices, and digital tools.

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