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Abstract

Rowland’s Knowledge Quartet (KQ) model can provide illuminating insights into teacher practice in mathematics classrooms. This paper explores a framework developed for pedagogical technology knowledge (TPACK) to consider teacher practice in integrated technology classrooms alongside the KQ model. Observations of a Year 11 class in an Australian school provides evidence that technology may impact practice in each of the four component areas, Foundation, Connections, Transformation and Contingency knowledge of the Knowledge Quartet model.

Item Type:	Conference or Workshop Item (Paper)
Authors/Creators:	Oates, GN and Callingham, RA and Getenet, S and Hay, I and Beswick, K and Thomas, DP
Keywords:	Knowledge Quartet, mathematics teaching, classroom practice
Journal or Publication Title:	Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia
Publisher:	MERGA
Copyright Information:	Copyright unknown
Related URLs:	Google Scholar: Oates, GN UTAS Profile: Oates, GN Google Scholar: Callingham, RA UTAS Profile: Callingham, RA UTAS Profile: Hay, I Google Scholar: Thomas, DP UTAS Profile: Thomas, DP
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