The development of in-service mathematics teachers' integration of ICT in a community of practice: Teaching-in-context theory

Abstract

The goal of the present research is to describe five lowersecondary in-service mathematics teachers' development of ICT (Information Communication Technology) integration in their teaching as a result of mentoring pre-service teachers who practiced the integration of technology in their mathematics teaching. This is done through the combination of Schoenfeld's Teaching-in-Context theory and Goos' community of practice framework. To collect the research data, the researchers used semi-structured interviews with the in-service teachers at the beginning and end of the academic year. In addition, several observations of lessons taught by the in-service teachers with the assist of pre-service teachers were recorded towards the end of the intervention. The research findings indicate that the community of practice context can serve as an escalator that supports the decision of in-service mathematics teachers to integrate ICT in their mathematics teaching. However, these decisions were conditioned by taking care of the students' formal procedural mathematical knowledge.