ON THE ADOPTION OF A MODEL TO INTERPRET TEACHERS' USE OF TECHNOLOGY IN MATHEMATICS LESSONS

This paper examines why researchers adopt a theoretical model in reporting the results of their research. It describes the development of two researchers investigating teachers' use of digital technology in their lessons. The two researchers were dissatisfied in their attempts to understand the difficulties that the teachers they were researching experienced and they got round this dissatisfaction by augmenting their theoretical positions by the adoption of Saxe's four parameter model. The paper introduces Saxe's model, provides accounts of the researchers' development and ends with a discussion of issues raised.