The Emerging of Teachers' Conceptions of New Subjects Inserted in Mathematics Programs: The Case of Informatics

The changes in mathematical curricula induced by the introduction of informatics in school represent the general framework of this research. In particular we focus on the teacher's role by analysing the different choices taken by mathematics teachers when faced with a curriculum reform induced...

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Bibliographic Details
Published in:Educational studies in mathematics 1996-03, Vol.30 (2), p.109-134
Main Authors: Bottino, Rosa Maria, Furinghetti, Fulvia
Format: Article
Language:English
Subjects:
Case Studies
Computer programming
Computer technology
Computer Uses in Education
Computers in education
Concept Formation
Educational Technology
Foreign Countries
Informatics
Italy
Mathematical problems
Mathematics curricula
Mathematics education
Mathematics Teachers
Mathematics tests
Secondary Education
Secondary School Mathematics
Teacher Role
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Summary:The changes in mathematical curricula induced by the introduction of informatics in school represent the general framework of this research. In particular we focus on the teacher's role by analysing the different choices taken by mathematics teachers when faced with a curriculum reform induced by the introduction of informatics in secondary school courses (age 14-16). Our hypothesis is that these choices are the consequence of conceptions teachers have about informatics and its teaching in relation to the teaching of mathematics. Thus, through a case study research method, we focus on mathematics teachers' conceptions of informatics and its teaching. An attempt is made at outlining a typology of these conceptions, based on the different orientations identified.
ISSN:0013-1954
1573-0816
DOI:10.1007/BF00302626