Exploring a framework for technology integration in the mathematics classroom

The aim of this paper is to investigate the potential of Ruthven's (2009) framework the Structuring Features of Classroom Practice (SFCP) as a tool to analyze empirical data to conceptualize and analyze teachers' reasoning about technology integration in the mathematics classroom. The framework is tested on interview data from a Swedish design research project seeking to develop design principles for Classroom Response System (CRS) tasks. The results show that the framework captures a large part of teachers' ways of reasoning, while the parts it does not capture are related to students' attitudes and behaviors. If the SFCP framework aims at capturing key features of classroom practice, and is to be built on a system of constructs closer to the 'lived world' of teacher experience and classroom practice, it would benefit from an extension.