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- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2024.9
- 수록면
- 295 - 315 (21page)
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This article explores how the use of technology along with carefully designed tasks can advance equity in the teaching of mathematics. Focusing on one of the dimensions of the EQTTech lesson analysis tool, this study examines how the use of technology can support the development of authority, identity, and agency in minoritized high school youth. A lesson on central tendency was designed and enacted in two 9th grade classrooms using GeoGebra and Padlet technologies. Student work and video recordings of the lesson were analyzed for student expressions of authority, identity and agency. These key constructs were intertwined in practice, and appear to be supported by the pairing of carefully selected tasks with technology chosen for its potential to advance equity.
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