Changing professional noticing in maths lessons through professional development program using educational technology

Although the use of educational technologies in mathematics teaching is gradually increasing, research on teachers' perceptions of mathematics teaching using these technologies is limited. This study developed a professional development program to train in-service primary school teachers to effectively integrate educational technologies into their mathematics teaching. It analysed how teachers' professional noticing changed as a result of participating in this program. As part of the program, participants wrote an analysis paper after observing mathematics lessons before and after the program, and they compared their papers at the end of the program. The study found that the professional development program enabled teachers to focus more on the purpose and intention of using educational technology in mathematics teaching. However, there was a slight decrease in the tendency of teachers to propose new alternatives for the use of educational technologies or other teaching strategies. The main elements of teachers' change are teacher's considering the purpose of technology in mathematics teaching and focusing on students' mathematical thinking. Based on the findings of this study, implications for teachers' education in integrating educational technologies in mathematics teaching were discussed.